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Don 'T Ban The Exam' By Bronwyn Leigh Analysis

622 Words3 Pages

The article ‘don’t ban the exam’ is an opinion piece to attempt to convince readers that the year twelve exams are a good form of assessment for the end of the year. In an authoritative and a disapproving tone, Bronwyn Leigh addresses educators and others who are interested in educational matters in an opinion piece published in 2011 in a magazine called 'Learning Now.' The author has lectured in educational studies at a number of universities for over 30 years and wrote the article with the contention to convince others that exams should stay a form of assessment for year twelves. The author's agenda is clearly articulated when she points out that exams have been a form of assessment for year twelves for many years and will most likely remain that way. …show more content…

Leigh talks about how she has experienced and been through the stress doing year twelve exams to put force in her balanced argument where she states that she feels that other forms of assessment won't be able to adequately assess students alone and states that she believes that exams do “have their place” but does say there needs to be a balance between “exams and other forms of assessment” in year twelve. Her arguments are also enforced by an image accompanying it, it shows an exam room with straight rows and depicts what it is like to the readers who may not have previously seen what it may look like, this allows readers to be able to have a better understanding of what Leigh talks about in her article when she talks about what exam rooms look

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Brief Analysis of “Two Cheers for Examinations” by Joy Alonso In “Two Cheers for Examinations,” Joy Alonso identifies the necessity of testing in higher education by debating both the valuable and harmful aspects of examinations. Alonso largely supports examinations, but also admits that there are some drawbacks that come with examinations. She states there are two purposes of examinations: “to test or measure achievements, and to stimulate learning.”

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By doing so, we can rely on assessments that allow students to practice and apply material in order to foster retention and mastery (Ravitch 261). Ravitch discusses Finland and how they completely reformed their educational system into a structure that has students take zero standardized tests until they reach the college application process, a method that was enacted to promote teacher accountability and place a stronger emphasis on the noncognitive aspects of individual development. A component of the basis for the argument, Ravitch states, is that while standardized testing may be effective when it is administered fairly, it often impairs students’ abilities to critically analyze information and leaves them practicing how to guess the “right answer.” Addressing this issue is a responsibility that falls on administrators and policymakers; they must be held accountable and required to make changes that best meet the constantly evolving needs of the students. In this case, completely modifying the concept of standardized testing is a necessity.

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Both authors, Richard Connell and Edgar Allan Poe, use imagery extensively in their stories, “The Most Dangerous Game” and “The Cask of Amontillado,” respectively. Connell’s story in particular is very thrilling by describing in considerable detail the setting, surroundings, and sensations encountered by the main character, Mr. Rainsford, each moment of his anguishing encounter which began with a fall into the sea from a yacht and led to encounters in a scary remote chateau and through a marshy island jungle while being hunted by two ominous individuals and their ravenous hounds. Poe’s story focuses on the sinister, evil, vengeful mind of the main character, Montresor, and vivid descriptions of the dark, damp, musty catacombs with eerie walls

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I applaud the American Evaluation Association (AEA) in taking a strong stance on the deleterious effects of high stakes testing, especially going so far as to promulgate their reasons and concerns. It is obvious from the statement that the AEA supports the importance of testing and accountability in improving education, but finds the current testing manipulation environment to be harmful for any positive improvements in education. Specifically, how the monolithic testing focus has increased dropout rates, created cultural insensitivity, turned the community against teachers and administrators, and driven curriculum writing with a myopic focus, of teaching to the test. In addition, the AEA highlights other adverse effects of narrowing the focus

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479 Words | 2 Pages

Linn (2000) As “the darling of policymakers”, what are the strengths of using assessment as an agent of educational reform? What are the frequently ignored cautions for current assessment and accountability

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804 Words | 4 Pages

Ever since the first American schools were established in the 17th century, millions of students have been enrolled in the public schooling system since then. However, since the years have passed, the main focus on schooling has been shifted. What once was a place to learn and build upon already acquired knowledge has turned into a setting of extravagant tests. The American public schooling system’s prioritization of standardized testing wastes classroom time, does not teach students the required life skills they need to succeed in life, causes unhealthy stress and is not an accurate measurement of student progress.

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Proponents see standardized testing as a way of making testing more efficient and effective by minimizing cost and increasing people’s accountability for their performance in the system. Opponents on the other hand argue that the systems has limitations based on its very nature on what can be tested and as a result of these standards needing to be met sacrifice some very important aspects of students education experience as well as force onto students and teachers a one size fits all model that has failed to deliver on its promises. After having reviewed all the evidence in detail it becomes clear to me that standardized testing is not an effective system for educating students and does more bad than good

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Standard testing is a very controversial and important subject because it deals with the progression of the American education system. The practice of these assessments has been highly scrutinized not only for the way it has changed the format of classrooms, but also for its accuracy, pressure, and abundance. In 2001, standardized testing became federally mandated through the No Child Left Behind Act by former president George Bush Jr. According to research from the Council of the Great City Schools, students have been taking “an average of 113 tests from pre-kindergarten through 12th grade” (K. Hefling). These numbers have increased to the point where parents have opted for their children to not attend standardized exams.

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The state tried to force this child, Ethan, to take this test. In the meantime while Andrea was fighting the school system, Ethan Rediske passed away. It doesn’t have to be this way. Our children aren’t all dying of terrible diseases, but these standardized testing is killing our brothers and sisters creativity and passion for school instead. Standardized tests do not accurately measure what students know and what they can do, nor are they accurate predictors of future success

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1563 Words | 7 Pages

As such, it becomes the teachers responsibility to ensure that amongst neoliberal influenced testing, students experience rich, effective and evidence based forms of

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Claire Wyatt-Smith is Dean (Academic) in the Arts, Education and Law Group at Griffith University. The authors promote the same ideas as the Australian Primary Principals Association (APPA) have on high stakes testing programs, such as NAPLAN, suggesting that they have unintended and negative impacts on teaching and learning quality. The article includes research which admits that the increased pressure on teachers to ensure improved test results has led to cheating and narrowing of the curriculum because teachers only teach that which will be tested. The article also reveals other consequences of high-stakes testing, such as; threats to teachers’ jobs if results don’t improve, more attention given to students who are more likely to achieve better grades, neglect of students who have the greatest need for support and increased absence of low performing students on test days. The article reinforces the negative impacts of high stakes testing as the sources above, thus illuminating my topic of the impact of high-stakes

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1187 Words | 5 Pages

Anas Kashif Mr. Hart English Composition II 14 October 2017 A Reform in Standardized Testing Has the creation of standardized testing fulfilled its intended goal? In the society we reside in, a student’s competency and future success is projected through a rigorous examination procedure, commonly known as standardized tests. Despite signifying an integral part of one’s education, they can equally represent a source of concern and uncertainty.

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539 Words | 3 Pages

Despite iGen’s protests, standardized testing proves beneficial while containing flaws. The overall feeling towards standardized testing in the youth are those of negative connotations. Entitled mindsets place the blame for less than satisfactory scores on elements outside of their control. Although the benefits, there are sometimes less than satisfactory aspects. “Most egregiously, [the No Child Left Behind Act] assumed than high test scores are synonymous with education… ‘good education cannot be achieved by a strategy of testing children’”

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My Philosophy on Assessment Students are tested way too much now a day, and these create resentment towards testing. Students should be tested about the comprehension of the material with a test that is aligned with the curriculum. I feel testing kids should be more about allowing them to master the material this why I believe we should test them with modified questions that have extensive cognitive testing. The students should be allowed to test twice so they can have a chance to evaluate the first test on their pace and do better in the second which students tend to do excellent in the final exam.

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820 Words | 4 Pages

“Between pre-K and 12th grade, students took about 112 mandatory standardized exams. The study analyzed the time spent actually taking the tests, but it did not include the hours devoted to preparation ahead of the testing required by the federal government, states or local districts. It also did not include regular day-to-day classroom quizzes and tests in reading, math, science, foreign languages and more.” (Study Reveals How Many 1). This illustrates that students are being taught to learn what is on the test, not what they actually need to

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