She reflects on some issues that mainly concerns the education of those who are in the lower socioeconomic areas. While it is true that standardized tests may be a good way to determine the achievements of the students, the teachers, and the schools, it will mean nothing if it is merely used as a determinant. On a personal perspective, policymakers should use the results as a gauge in developing or enhancing the curriculum and the help they offer to the schools who show low scores. To use it as a factor to find out which school should be “punished” is not helpful to students at all. These tests should be there for the purpose of development and to “provide valuable information for making curriculum decisions” (197), and not for punishment (i.e. lesser funds from the government).
For me, it is of valuable help to learn that alternate-choice items tests should be clear and concise and not ambiguous. Also, I realized that there are actually words that serve as giveaways to the correct answer. For example, “all, never, always, and none” are words that make “sweeping generalizations, which are associated with false items” (199). Based on personal experiences, it is really easy to create false statements using these words, and I need to watch out for that to avoid the students who merely “bluff their way to success on a test” (197).
Assigning grades has never been easy. I believe that to be an effective teacher in this area, whatever assessment strategy I use, it has to be clearly communicated to the students at the onset. They should be aware of how they are being evaluated. Furthermore, I believe that to truly “ensure the continuous intellectual, social, and physical development of the learner” (216), a teacher should use a different grading system every now and ...Show more