Facts Or Critical Thinking Skills? What NAEP Results Say By Harold Wenglinsky

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The article “Facts or Critical Thinking Skills? What NAEP Results Say” by Harold Wenglinsky discusses how state officials would want teachers to teach on a basic skill curriculum (which is more fact driven), rather than teaching students both a basic skill curriculum and a teaching for meaning (which involves more critical thinking) type of curriculum. Wenglinsky presented a research that indicates that teaching for means has improved test scores according to the NAEP results. In general, Wenglinsky promotes the idea that both a basic skill curriculum and a teaching for meaning approach is needed, but a teaching for meaning approach plays a bigger role. Chapter four and five in Ravitch’s book addresses how test scores aren’t accurate, and are …show more content…
McKenna emphasizes on the fact that some standardized testing is different now, because it’s computerized and you no longer need a teacher to explain a section for you if you have some sort of learning disability. McKenna highlights how parents have opted their children from standardized testing because the parent and their children don’t know why they should take part in standardized testing. The main argument in this article is that both parents and students are contributors to school policies. Therefore, the main issues surrounding these articles is should students have to take standardized tests, and should we teach school …show more content…
James Popham explains how people believe that standardized testing evaluates a school’s effectiveness. In which the higher the test scores of the school is people tend to believe that the schools educational quality is good. Popham, acknowledges the beneficial parts of standardized testing, which is knowing “a child’s strengths and weaknesses” (Popham, 1999). Although using standardized testing is useful in some aspects. Popham’s main argument is that standardized testing shouldn’t be used to determine the quality of the education given (hence, schools having high test scores don’t necessarily mean they have a good quality education) it has “a different measurement mission than indicating how good or bad a school is” (1999).
W. James Popham views on standardized testing aligns more with Ravitch’s view of education and standardized testing. They would both agree with the fact that standardized testing shouldn’t be used to measure a school’s educational quality, because it’s simply not accurate. Popham, idea also correlates with both McKenna’s article because Popham will agree with that fact that school policy makers should involve both parent and students in order to fix this dilemma on standardized testing. Doing so will provide both parties with what standardized testing actually

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