You mentioned that standardized testing creates pressure for students and teachers (McMillan, 2008) and I agree. As you mentioned, many standardized exams, especially in public schools in poverty stricken areas, use standardized testing to distribute financial resources. As a result, teachers are more likely to focus on information that student will be tested on solely. Thus, the student loses out on teachable moments and are restricted to only learning from certain materials and resources. Consequently, students will be in a classroom setting that does not give them a variety of topics that will increase their interest in the course. Nor will they be in a classroom setting that will help them construct their knowledge and build on what they already know.
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Thus, if teachers are focused on materials that will be on student’s standardized exams alone. Students are only being introduced to limited and core competencies that will not hold their interest or challenge them to take on self-regulated learning. Also, students will only be restricted to practicing similar test as the standardized exams and won’t have the opportunity to monitor their progress effectively. As we’ve learned from Jerome Burner, it is important to incorporate a variety of assessments to track student’s progress. Such as oral evaluations, projects, presentations, essays, observations, and
Thus, if teachers are focused on materials that will be on student’s standardized exams alone. Students are only being introduced to limited and core competencies that will not hold their interest or challenge them to take on self-regulated learning. Also, students will only be restricted to practicing similar test as the standardized exams and won’t have the opportunity to monitor their progress effectively. As we’ve learned from Jerome Burner, it is important to incorporate a variety of assessments to track student’s progress. Such as oral evaluations, projects, presentations, essays, observations, and