Lee and Watson (2015) agree with this sentiment, noting that when education policies are 'framed in terms of standardised test scores, with scant acknowledgement of their limitations, there is a risk that schools and systems will respond by teaching only what can be easily measured by these tests.' In this article I query why we are required to collect copious amounts of generic data and force standardised testing onto our students, particularly our students with additional needs, when it can come at a cost to their overall education and literacy learning.
I recently felt the pressure of standardised testing, and the expectation that I would narrow the curriculum for my students.
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Rote learning is also found in standardised testing, which has undeniable merits and is a relevant and a valid test of skills and abilities that all students need to develop.
The alternative to standardised testing is the research and case study method of teaching which juxtaposes standardised testing with innovative thinking.
After a scarcely believable and unnecessary year-long battle the Scottish Government have finally been forced to release the written advice they received regarding standardised testing.
After all, the Government did hold 11 meetings in the four months before the announcement of their standardised testing plans.
On the other hand, standardised testing is a stress factor on a teacher's profession.
Essentially, standardised testing methods are fundamentally based on two assumptions, first being the fact that the tests are not biased and do not discriminate.
FOR nearly a year now, the Scottish Government have been desperately trying to convince us that standardised testing in our schools is absolutely necessary.
To make matters worse, those politicians didn't even seek proper written advice before deciding to force standardised testing upon children as young as four.