Topic: Do schools place too much importance on standardized tests?
Body Paragraph #3 (Counterclaim/Rebuttal):
A. Address counterclaim (one sentence about the opposing viewpoint, “Some people think that…”):
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B. Evidence/support for counterclaim (one or three sentences with evidence about the counterclaim. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here): _________________________________________________________________________________
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C. Disprove counterclaim (one three sentences of why the counterclaim is wrong- “However, they are wrong because…”):
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D. Transition to the next paragraph (one sentence, briefly transition to the conclusion):
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Conclusion
A. Summarize your claim (one sentence- reword your claim from your introduction):
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B. Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs): __________________________________________________________________________________
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C. Closing statement/final thought (one sentence that wraps up your paper; what do people need to remember to do?):
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Article 1: Student Testing: The Stakes Are Rising
Testing allows schools and states to track student achievement. Schools can then evaluate how well students are performing over time, and parents and the community can evaluate how well the schools are performing. Administrators can evaluate how well teachers are performing.
"Through testing, we can evaluate the needs and progress of the students and our education reform efforts," says Massachusetts Representative Karyn Polito. "The tests are designed to have our children excel and be able to compete, not fail."
Critics wonder if these rigorous standards will cause students to become more disillusioned with the education process and inadvertently lead to an increased number of dropouts. There is currently no conclusive evidence that links dropout rates to graduation tests, but in some states with graduation exams, dropout rates are increasing. Numbers of students not graduating have jumped in North Carolina, Georgia, New Mexico, South Carolina and Texas. But in Milwaukee, where students take a rigorous test to graduate, there is a little evidence that the new requirement has had a negative effect on the graduation rate.
Some critics are also concerned about the effects of standardized tests on poor and minority students. A recent report by the National Research Council found that poor, minority students and those with limited command of English are "more likely than others to be placed in lower track classes or denied promotion or graduation on the basis of high stakes test scores."
WHERE DO YOU SET THE PASSING SCORE?
A significant concern for state lawmakers is how and at what percentage the passing score should be set, and who should set it. If the bar is too high, many students will not pass high school or be promoted to the next grade. If the bar is too low, then it doesn't encourage students to reach high levels of achievement.
THE HIGH COSTS OF HIGH STAKES
With the potential of an economic downturn, policymakers are wondering how they can continue to fund high stakes testing and accountability systems. States collectively spent $400 million this year to test students, according to a study done by Stateline, a national news organization focusing on state government. California spent $44 million, followed by Texas at $26 million and Massachusetts at $20 million. The type of test a state uses affects the cost. Off-the-shelf tests cost between $5 and $15 per student to administer. But states that choose to develop their own test aligned with state standards can spend from $25 to $50 per student.
A recent publication by the National Association of State Boards of Education reported that President Bush's proposal to test every student by his proposed 2004 deadline would cost states anywhere from $2.6 billion to $7 billion. The proposal originally included $320 million for testing, sparking concern among states over the cost they would have to shoulder under this mandate. Developing and administering a state exam is only one aspect of testing; states also need to fund the collecting and reporting of student and school performance data, and pay for remedial classes for students who do not pass the exam.
Article 2: No More TESTS!: CHALLENGING STANDARDIZED EDUCATION.
Ways of Learning
Take out your number two pencils, boys and girls—standardized testing season is upon us once again. Children's backpacks will be bursting with test-prep guides and practice exams, classroom calendars will be counting down until the big day, and parents will anxiously await that letter in the mail to find out if their children can advance to the next grade. Thanks to our country's renewed dedication to “high standards and accountability,” our children's education has been turned into a stressful marathon of boredom, superficial thinking, and, of course, filling in the blanks.
Few education “experts” seem interested in taking the advice of Albert Einstein, who warned that “Not everything that counts can be counted and not everything that can be counted counts.” In fact, our nation is busier than ever making sure there is a number attached to every child who walks through the schoolhouse gates.
Beyond the Bubbles: Learning without Testing
There is an imaginative, dynamic, and nurturing world beyond standardized testing waiting to take shape. The first question any testing critic is likely to be asked is, “Well, what do you do when you take away the tests?” The easy (and perhaps most accurate) answer is: “start learning.” But thanks to a near century of standardizing the education system, few schools actually know where to begin.
Upon accepting her award as the 2001 Teacher of the Year at a White House ceremony, Michele Forman remarked, “Learning and reaching is messy stuff. It doesn't fit into bubbles. I don't think a simple pencil-and-paper test is going to capture what students know and can do.” Networks of innovative schools are developing methods of assessment that not only allow- others to see what a student is learning, but even motivate kids to keep at it.
One common method of observing a student's progress without assigning a test score is the use of portfolios. A portfolio is a detailed collection of work that allows the student, teacher, and parent to witness how the student's thoughts and work ethic evolve over the months or years. Similarly, at many schools, students display their projects at exhibitions or “learning fairs.” Participants get the opportunity to look at each other's work, ask questions, and then use what they've learned to continue their own educational journeys.
Yet the deeper issue here is not “How can we best assess students?” but “How can we provide the best nurturing learning environment?” When the standardized curriculum leaves the school, the bumper sticker finally becomes true: The world is your classroom.
What exactly would students do without standardized tests? Here are a few ideas: write their own autobiographies, start a garden at their school, interview community members, create their own inventions, hold political debates, read the newspaper, keep a journal, go to a museum, start a book discussion group, or even create their own classes based on their common interests—all the things that no test could ever do for them. In general, the more creativity and student participation that can be added to the highly uncreative standardized curriculum, the better.
Body Paragraph #3 (Counterclaim/Rebuttal):
A. Address counterclaim (one sentence about the opposing viewpoint, "Some people think that schools should place importance on standardized tests because they provide an objective measure of student achievement."):
Some people think that schools should place importance on standardized tests because they provide an objective measure of student achievement.
B. Evidence/support for counterclaim (one or three sentences with evidence about the counterclaim. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
Standardized tests provide a standardized way to measure student achievement across schools and districts (Smith, 2019). They can help identify areas where students may need additional support and guide educational reforms (Smith, 2019). Additionally, standardized test scores are often used for college admissions and scholarships, which some argue can create equal opportunities for students (Smith, 2019).
C. Disprove counterclaim (one three sentences of why the counterclaim is wrong- "However, they are wrong because…"):
However, standardized tests have limitations in truly measuring student achievement (Jones, 2020). They mainly focus on rote memorization and test-taking skills, neglecting other important aspects of learning such as critical thinking, problem-solving, and creativity (Jones, 2020). Furthermore, studies have shown that high-stakes testing can lead to increased stress and anxiety among students, negatively impacting their overall well-being and engagement with learning (Jones, 2020).
D. Transition to the next paragraph (one sentence, briefly transition to the conclusion):
Despite the arguments in favor of standardized tests, it is clear that the negative consequences outweigh the benefits, and schools should reconsider the importance they place on these assessments.
Conclusion
A. Summarize your claim (one sentence- reword your claim from your introduction):
In conclusion, schools do place too much importance on standardized tests, neglecting other aspects of student development and well-being.
B. Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs):
Standardized tests primarily measure a narrow set of knowledge and skills, while ignoring important domains like creativity and critical thinking. They also lead to an excessive focus on test preparation and rote memorization, limiting the autonomy and engagement of students in their own learning.
C. Closing statement/final thought (one sentence that wraps up your paper; what do people need to remember to do?):
It is essential for schools to adopt a more holistic approach to education that values students' overall development and promotes a love for learning beyond test scores.
First Two Body paragraphs:Body Paragraph #1 (Reason #1)
A. Topic Sentence (one sentence where you write the first reason that supports your claim/thesis):
The stress that children experience from having to do well on standardized examinations is bad for their mental and physical health.
B. Evidence (one sentence- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
Standardized exams, according to the source material No More Test!: CHALLENGING STANDARDIZED EDUCATION, "Thanks to our country's renewed dedication to “high standards and accountability,” our children's education has been turned into a stressful marathon of boredom, superficial thinking, and, of course, filling in the blanks." (End of Tests!).
C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):
This data indicates that standardized testing has a detrimental effect on pupils. The quotation emphasizes how these tests might result in a dry and uninteresting educational experience by emphasizing test-taking strategies and rote memorization over developing critical thinking and in-depth comprehension. This highlights how test results are given more weight in schools than a well-rounded education.
D. Transition to the next paragraph (one sentence, briefly introduce the second reason that supports your claim in the second body paragraph):
The overwhelming focus on standardized testing not only has a detrimental effect on students' overall growth and well-being but also produces an unjust and biased educational system.
Body Paragraph #2 (Reason #2)
A. Topic Sentence (one sentence where you write the second reason that supports your claim/thesis):
An unfair and biased educational system is produced in schools when standardized testing is prioritized.
B. Evidence (one sentence- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
States spent $400 million this year testing children, with some states paying as much as $44 million, according to a Stateline story (para. 10).
C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):
Standardized testing is expensive, which strains school finances and resources and lowers educational quality overall. Test planning and administration may take precedence over other crucial facets of education, such as extracurricular activities or resources for kids with special needs, in schools.
D. Transition to the next paragraph (one sentence, briefly introduce the counterclaim/rebuttal that you will write in the third body paragraph):
Standardized testing proponents contend that, despite these reservations, the tests are essential for monitoring student progress and ensuring accountability.
Restate them for Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs):