Standardized Test Takers

Students who are poor test takers because of nerves may not be able to show what they are actually capable of for the test simply because they are not good test takers. Since some students are not good test takers, they almost need the perfect environment to take standardized tests. Testing conditions such as a room's lighting being too dark or too light, too cold or too hot, the color of the walls, the types of chairs in the room, and the type of desk being used for the test could all be big environmental factors which ruin a standardized testing for students. Students would perform differently due to testing conditions; anxiety sets in and students begin to doubt the test they are about to take. A student may have a type of emotional moment …show more content…
Students are spending too much time focusing on standardized testing to the extent of not utilizing their imagination and creativity. Many other countries are making creativity development a national priority, and America is focused on mandated testing. Schools have started demanding less of their students in the likeness of developing higher-level cognitive skills with an example of evaluation skills. Students can no longer rely on their creativity and imagination to take them places in life, unless they were simply born with it. Schools have spent so much time focusing on test prep for mandated tests. Schools have their own expectations as well as the expectations their state has for the mandated tests. Schools each have a different approach to standardized testing, but each have key concepts. These concepts are: high standards for what each student should know and do, test standards for evaluating student progress, and the school accountability based upon the results of standardized testing (Fair …show more content…
Standardized tests with NCLB were developed by state departments, national teacher organizations, teachers, and academic experts; the NCLB tests were approved through a public process. Common Core tests are developed by private organizations with no review, no finalization process, or no public discussion. NCLB state tests were contacted by state departments of education and reviewed by teachers, state consultants, and public agencies. Common Core tests are developed by private organizations with anonymous individuals who have limited access or review tests. In each state NCLB determined the process of passing scores controlled by the state department of education; parents and legislators helped determine scores with an open vote, while Common Core doesn’t have a determining factor for passing test scores. NCLB has the goals of standardized tests were graduating from high schools based upon standardized tests and passing on developed state standards. Common Core goals are enrollment in credit-bearing coursework with the hope of students going on to a post-secondary institution with completion of a certificate or diploma. The goals of NCLB and Common Core are quite similar in the sense of consistency upon every student being judged on preparedness for college (Stotsky