Measurement
Driven Instruction: Stress and lower success rates

Many students are
suffering from debilitating stress levels, caused by measurement driven instruction.

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This type of instruction creates higher stress levels in students and lower success
rates after college. Students stress levels increase because they are worried
about flunking a class after just one test. Higher stress levels can cause illness
in students. Because of standardized testing when students are not given
instruction they exhibit no creativity.

Measurement driven
instruction can help students and teachers to determine what subjects they need
to work on. “Year after year, standardized test results have exposed
glaring racial biases in our education system. Teachers and schools are no
longer able to hide behind school averages in performance, and are now having
to answer for the low academic performance of students of color and low-income
students. Many parents are being told to boycott these tests when really we
should be looking more closely at the results.”
(Latasha
Gandy) When
Standardized tests are examined correctly administrators and teachers can
gather information on what material they need to teach their students based off
of deficient test scores in certain areas. Every subject in school has multiple
course standards that teachers are supposed to teach to their students. The
specific course standards can be divided into sections of a standardized test,
so that teachers can see what most students are having trouble with. Standardized
testing is also useful because administrators in school systems can see when an
entire class has low scores that teacher is not doing their job and needs to be
fired. (it may not be teachers fault, could be misunderstanding of students as
well.) However, measurement driven instruction creates higher stress levels in
students which can in turn lead to lower test scores that cannot be interpreted
correctly by school systems. “Students,
school psychologists say, are keenly aware of the high stakes attached to state
exams. They spend an inordinate amount of class time preparing for them, and
know that doing poorly could ultimately cause a school to close or a teacher to
lose a job.” (Liza Frenette) Stress is a deadly cycle
when it comes to standardized testing because when a student is stressed about
a test they tend to score lower which in turn will create additional stress and
so the cycle continues until a student who is capable of achieving good grades,
is flunking out of school. “Students can
feel pressured by their inner drive to succeed, a quest for perfection or a
fear of failure, especially if they may be unfamiliar with the English language
or are not yet up to the reading or developmental level of the test in front of
them.” (Liza Frenette) High stress levels like the ones Liza
Frenette is referring to can cause students to be distracted in their learning environment
and learn less of the material on the test that determines how well a student
preforms in school.

Standardized
testing Creates lower success in students, because teachers and school boards
rely on testing as the only information on how a student learns and therefore cannot
provide the correct learning environment for a student who is struggling or
suffering from stress.

“A second reason that standardized achievement
tests should not be used to evaluate educational quality arises directly from
the requirement that these tests permit meaningful comparisons among students
from only a small collection of items.” (James W. Popham) Standardized
testing is not being used with other measures of success in schools across America,
so overall students are not getting the proper representation of their knowledge
in their grades. Students are not being pushed to be successful in their
studies if teachers do not know what students are struggling with. If Students
do not have a supportive teacher helping to guide them toward academic success
then students will not succeed on standardized tests. “As
teachers interact with their students while providing instruction, they play a
very important role in establishing a safe, supportive learning environment.

Positive teacher–student relationships can have long-lasting effects on
the social, emotional, and academic development of youth. Teachers can improve
the school’s environment by actively seeking to prevent physical violence,
bullying, and emotional abuse in their classrooms and throughout the
school by building relationships with students and staff.”
(national center on safe supportive learning environments)  If a student is not provided with a supportive
teacher, then there will be many factors in that students life to distract from
their studies which in turn will cause them to score lower on standardized tests,
therefore making standardized testing statistics more unreliable as teachers
can not prevent every single distraction.

            Measurement driven instruction is not a reliable source
of information for teachers and administration because most standardized tests
are culturally and economically biased. ”

 

 

 

 

 

Works
Cited

 

Ascd, and James W. Popham. “Why Standardized
Tests Don’t Measure Educational quality.” Educational Leadership: Using
Standards and Assessments: Why Standardized Tests Don’t Measure Educational
Quality. March ?, 1999. Accessed January 20, 2018.

http://www.ascd.org/publications/educational-leadership/mar99/vol56/num06/Why-Standardized-Tests-Don%27t-Measure-Educational-Quality.aspx.

 

 

Frenette, Liza. “Test stress and academic anxiety.”
Nysut. March 6, 2015. Accessed January 20, 2018. https://www.nysut.org/news/nysut-united/issues/2015/march-2015/test-stress-and-academic-anxiety.

 

 

Gandy, Latasha . “Don’t Believe the Hype:
Standardized Tests Are Good for Children, Families and

Schools.” Education
Post, EducationPost, 11 Jan. 2016,
educationpost.org/dont-believe-the-hype-standardized-tests-are-good-for-children-families-and-schools/.

 

 

 

 

Gilmore, Harvey. “Standardized Testing, Learning,
and Meritocracy: A Reply to Professor Dan Subotnik.” Touro Law Review, vol. 32, no. 2, Apr. 2016, pp.

367-405. EBSCOhost,
proxygsu-sful.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lgh&AN=115829148&site=eds-live&scope=site.

Additional Information:
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NCSSLE. “Teachers.” National Center on Safe Supportive Learning Environments, NCSSLE, 29 Jan.

2018,
safesupportivelearning.ed.gov/training-technical-assistance/roles/teachers.

 

 

Pinto, Laura Elizabeth. “Tensions and Fissures: The
Politics of Standardized Testing and Accountability in Ontario,
1995–2015.” Curriculum Journal, vol. 27, no. 1,
Mar. 2016, pp. 95-112. EBSCOhost,
doi:10.1080/09585176.2016.1140061.

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