APA Research Paper on State Standardized Testing for eng 102 class

APA on State Standardized Testing for eng 102 class - Research idea ExampleThe response to the questions from all the pupils is given in a consistent way by all the students. The conditions and the procedures for tackling the questions are also consistent among all the students. In addition, the tests provided are often standardized, that is to say they must be according to the education level and knowledge of the students Moon, Brighton and Hall 2007. State standardized testing is common in the schools in the US. However, the practice is accompanied by several problems or challenges. One of the challenges or problems caused by the practice is that it results in frustration and resentment among gifted learners in the educational institutions in the US. In most schools in the US, state standardized testing is a common practice. In schools, there are several students with various abilities. Schools comprise of physically challenged children, mentally challenged children, slow learn ers, medium learners and lastly the special group of gifted learners. Though there have been a lot of criticisms of the US, the basal and Secondary Education Act of 1965 has forced the standardized testing in public schools. Standardized tests are often prepared by very skilful people who believe that the level of mastery among all students is the like or similar. These people often prepare the test with the aims of testing the knowledge of a student in a certain subject in relation to the knowledge of some other students in the same subject. They also test a students strength in a certain stem for example mathematics as compared to the students strength in a different paper for example science. However, this comparison of the knowledge levels among different students of the same grade level has resulted in frustrations and resentment among the gifted students as earlier mentioned. Gifted students in institutions are students with good memory, high understanding ability and are therefore fast learners. The standardized tests also do not measure to the quality of education that is invariably expected of the students, Popham 1999. In educational institutions where the standardized testing system is practiced, teachers often concentrate so much on the performance of their institutions. Therefore, they tend to concentrate on all students in the classroom. A class consists of students with different abilities. When a teacher concentrates on all the students at ago, this is a great disadvantage to the gifted learners. First, the thou of learning becomes slow as opposed to the expectations of the gifted learners. The slow learning is due to the other physically challenged children, mentally challenged children and the slow learners present in the same class whose pace of understanding is very slow. The learning system also becomes repetitive because the teachers often prefer to re-emphasize on the weak areas of all the learners as shown by their outcomes or re sults in the standardized tests. The repetitive learning also is a disadvantage to the gifted learners who prefer fresh and new challenging tasks other than the same old content. The slower pace of learning and the repetitive learning is due to the emphasis on the state standardized testing system and this has at a greater level caused frustration and resentment of the gifted learners in the education institutions in the US. Standardized tests cant measure initiative, creativity, imagination, conceptual thinking, curiosity, effort, irony, judgment, commitment, nuance, good will, ethical reflection, or a host of