Standardized Testing Is a Flawed Measurement Standardize testing fails at its one and only job. The ACT and SAT are standardized test, which are taking by high schooler’s as a requirement for college acceptance. Chiefly, the testing evaluates the primary subjects, including math, science, reading and writing. However, the testing material is fashioned by the financially-driven testing business, that is a multi-billion-dollar industry. No surprisingly, the testing industry charges for books and curriculum, seminars, and the actual test. When I took the ACT, the test specifically stated that it was not representative of a student knowledge, but rather how well a student has prepared with the companies’ material. This made me
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Many students, like me, don’t fit the mold of a traditional students. I am severely dyslexic, which means that I struggle to read, write, and spell. Additionally, it takes me forever to produce any school work as reading and writing are painfully difficult and slow. My dyslexia is like an invisible wheelchair that limits how I am able to do thing, but not what my mind can achieve. Because my learning differences are invisible, others have an extremely hard time recognizing my challenges. In order to overcome my challenges, I have integrated technology to accomplish my school work, such as Kurzweil to read, Dragon Naturally Speak to write, and numerous spelling and grammar checking systems. While the ACT allowed me the highest level of allowable accommodations, they were substantially inferior to any accommodations allowed in high school and college and archaic technology. As a result, I suspect that I scored lower than my potential on the test. Similarly, students that have issues performing under extreme pressure would likely struggle with their future riding on a single day’s outcome. The artificial, high-pressure academic setting of the testing may camouflage the potential of certain students, making the test partial to a sub-set of overall
Many students, like me, don’t fit the mold of a traditional students. I am severely dyslexic, which means that I struggle to read, write, and spell. Additionally, it takes me forever to produce any school work as reading and writing are painfully difficult and slow. My dyslexia is like an invisible wheelchair that limits how I am able to do thing, but not what my mind can achieve. Because my learning differences are invisible, others have an extremely hard time recognizing my challenges. In order to overcome my challenges, I have integrated technology to accomplish my school work, such as Kurzweil to read, Dragon Naturally Speak to write, and numerous spelling and grammar checking systems. While the ACT allowed me the highest level of allowable accommodations, they were substantially inferior to any accommodations allowed in high school and college and archaic technology. As a result, I suspect that I scored lower than my potential on the test. Similarly, students that have issues performing under extreme pressure would likely struggle with their future riding on a single day’s outcome. The artificial, high-pressure academic setting of the testing may camouflage the potential of certain students, making the test partial to a sub-set of overall