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Critics of teaching to the test argue that it narrows the curriculum, emphasizing only those skills and knowledge required for standardized tests. This may limit opportunities for students to develop a holistic understanding of subjects, often reducing learning to rote memorization and repetition of isolated skills, a practice sometimes termed ...
For example, a test can be both standardized and also a high-stakes test, or standardized and also a multiple-choice test. Complaints about "standardized tests" (all test takers take the same test, under reasonably similar conditions, scored the same way) are often focused on concerns unrelated to standardization and apply equally to non ...
Test preparation (abbreviated test prep) or exam preparation is an educational course, tutoring service, educational material, or a learning tool designed to increase students' performance on standardized tests. Examples of these tests include entrance examinations used for admissions to institutions of higher education, such as college (e.g ...
The test of General Educational Development (GED) and Test Assessing Secondary Completion TASC evaluate whether a person who has not received a high school diploma has academic skills at the level of a high school graduate. Private tests are tests created by private institutions for various purposes, such as progress monitoring in K-12 ...
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
These tests filled school accountability requirements until the STAR (Standardized Testing and Reporting) program began in 1998. Under this program almost all students in grades 2 through 11 took the California Standards Test that reflect the state's academic content standards and a standardized test every year.
The evidence shows that high quality formative assessment does have a powerful impact on student learning. Black and Wiliam (1998) report that studies of formative assessment show an effect size on standardized tests of between 0.4 and 0.7, larger than most known educational interventions. (The effect size is the ratio of the average ...
Standardized tests (all students take the same test under the same conditions) often use multiple-choice tests for these reasons. Orlich criticizes the use of expensive, holistically graded tests, rather than inexpensive multiple-choice "bubble tests", to measure the quality of both the system and individuals for very large numbers of students ...