standardized tests proposal essay

Standardized Testing: Research Proposal

Introduction, problem overview, possible solutions, works cited.

The sphere of education has to continuously evolve to correspond with the knowledge necessary for the growing populations. However, many problems continue to persist, leading to negative experiences and long-term consequences for children, teachers, and whole schools. Standardized testing is among these issues – it is one of the most highly debated subjects in the discussion of student assessment. At present, most educational organizations use standardized testing to evaluate students’ achievement and their preparedness for college. In the same way, universities use tests to appraise the knowledge of math and language. However, many scholars find that standardized examination does not produce positive effects for both schools and students. This proposal reviews the problem of testing and presents several short- and long-term solutions for the sphere of academic learning.

First of all, it is vital to understand what benefits and drawbacks standardized testing has or is expected to possess. Standardized tests have been a part of the educational system for centuries, but the increase in their use in the United States began in the 20th century (Knoester and Au 2). Since the 1980s, the country has been testing its students of all ages on a national scale (Jenkins and Leung 88). This has brought the process and the idea of standardized testing into the discussion of its potential harms to students and schools.

For example, many scholars argue that standardized testing does not lead to an increase in equal treatment of students from different racial and class backgrounds. According to Knoester and Au, this type of evaluation is not devoid of bias because people create the tests, and questions are chosen through experimentation (5). To achieve this, test developers select students who perform well and look at the ways they understand and answer various prompts. As a result, the design process is heavily dependent on the research participants, who, historically, have been reported to be white (Au 48). This particular finding raises the concern of the test’s bias against nonwhite students and children who live in areas with low-income average, underperforming schools, and lacking resources. Moreover, as standardized testing affects students’ future, some researchers point out that such discrepancy in learning opportunities is enforced further. As Knoester and Au find, in the worst scenario, standardized tests’ bias can lead to schools’ re-segregation (10). Thus, one should not underestimate the underlying influences that make standardized testing unequal.

Furthermore, many regions measure the performance of teachers and schools based on their student’s test results. Organizations that fail to show consistently good scores are penalized and even shut down, and teachers may lose their jobs if they do not teach students how to pass tests. This level of pressure results in educators abandoning practices that are not related to standardized testing. Lessons that are not graded in this system, such as music, art, and physical education, are deemphasized, and math and language are given priority (Scogin et al. 40). Children and teenagers, therefore, come to school to learn a highly limited number of subjects that may not be related to their interests or aspirations. At the same time, the focus on a setlist of questions and answers shifts the attention from real knowledge to students’ ability to memorize what is needed to pass.

Finally, some argue that standardized testing removes the ability for students to explore and enjoy their rich heritage. Jenkins and Leung note that different regions often have unique linguistic and cultural elements that are not represented on a national test (89). Thus, students may have trouble understanding the purpose behind such testing, which lowers initiative and restricts their ability to learn new interesting information in a school environment. The concept of cultural exchange and language progression is also removed from this approach to evaluation. Tests draw a line between literate and illiterate students and decide their fate for future academic successes.

As can be seen, the main issues discussed in relation to standardized testing are the risk of bias, inequality, erasure of culture and identity, and the lack of students’ and teachers’ input. To address these concerns, the sphere of education can consider small immediate changes as well as substantial alterations to the system. Meier and Knoester offer seven solutions that can be implemented together or separately. One of them is student self-assessment – scholars support this strategy as a way to give students increased autonomy. Self-evaluations require students to reflect on their knowledge and state how they are prepared to, for instance, start a college course (Meier and Knoester 33). An individual can complete a checklist or use a rubric to see which skills are developed and which need more attention. This type of evaluation is believed to motivate students to take responsibility for their learning and allow them to focus on areas that are necessary for their academic and professional development.

During lessons, teachers can record their observations about their students, including details about their motivations, activity, performance, and behavior. This is a more individualized way of evaluating people’s skills and learning patterns than testing. Moreover, teachers and university committees can conduct interviews with students for subjects that matter the most for their respective education programs. Reading and math are at the center of evaluation, and they can be assessed during a discussion. In this way, students are less likely to cheat as they need to understand the core principles of the analyzed subject. Furthermore, in contrast to standardized testing, students gain a chance to explain their knowledge using their own way of thinking without the fear of misinterpretation. Tests with set answers are not beneficial to persons with different cognitive behaviors, thus creating barriers for whole groups of people.

Another element that can help during interviews is the existence of a portfolio – a collection of works, projects, and individual achievements that students collect during the academic year. These practices are used in some universities and schools; thus, their addition is not entirely new. Portfolios can motivate students to perform well and participate in exciting and creative projects, further deepening their understanding of a subject. They also imply that some areas of knowledge unaddressed in standardized tests can be flashed out.

The final changes offered by Meier and Knoester target school and teacher evaluations. The authors suggest that schools should be reviewed by independent experts instead of using test scores (Meier and Knoester 13). This approach provides an ability to look at strengths and weaknesses and look into the possible problems that affect students’ performance. Finally, meetings of the school board and teachers have to consider what learning is and which activities can be modified to bring better results.

The solutions discussed above are major, meaning that they are unlikely to be implemented quickly and broadly. The main weakness of these strategies is that they require significant time and resources for each student, while standardized testing is easy to distribute. However, they all deserve attention, and their combination can change the way people view education and learning. People from different backgrounds can express their unique talents and focus on areas of knowledge that bring them joy as well as development. Students with cognitive, speech, hearing and other disabilities can benefit from an individualized approach as well, without feeling that they are being singled out. All students may get inspired to learn if they see the amount of attention given to their journey.

A smaller initiative can be a stepping stone on the way to removing standardized tests as the primary measure of intelligence and preparedness. Kearns discusses a more individualized test system that, instead of having the same questions for all regions, creates different blocks of questions based on the culture and language of the area (136). As such, students can find questions and answers that reflect their culture and local history. Another strategy would be to make tests more specific according to the field of education or work that students wish to pursue. However, this solution is not the most appropriate, as students are still not given any opportunity to use their unique skills. Teachers are also not given any autonomy, and their performance depends on classes’ test scores.

Standardized testing remains one of the highly debated topics in the sphere of education. Although the tests’ initial idea was that of equality and unification, this type of assessment is inherently biased, which continues the trend of minority discrimination. Multiple changes can improve the system and elevate a more personal way of learning. Student self-evaluation, portfolios, interviews, observations, open discussions, and independent expert reviews should create a system where students’ unique skills are valued, and schools’ goals are centered around exploration, not test completion.

Au, Wayne. “Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism.” Educational Policy , vol. 30, no. 1, 2016, pp. 39-62.

Jenkins, Jennifer, and Constant Leung. “From Mythical ‘Standard’ to Standard Reality: The Need for Alternatives to Standardized English Language Tests.” Language Teaching , vol. 52, no. 1, 2019, pp. 86-110.

Kearns, Laura-Lee. “The Construction of ‘Illiterate’ and ‘Literate’ Youth: The Effects of High-Stakes Standardized Literacy Testing.” Race Ethnicity and Education , vol. 19, no. 1, 2016, pp. 121-140.

Knoester, Matthew, and Wayne Au. “Standardized Testing and School Segregation: Like Tinder for Fire?” Race Ethnicity and Education , vol. 20, no. 1, 2017, pp. 1-14.

Meier, Deborah, and Matthew Knoester. Beyond Testing: Seven Assessments of Students and Schools More Effective Than Standardized Tests . Teachers College Press, 2017.

Scogin, Stephen C., et al. “Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program.” Journal of Experiential Education , vol. 40, no. 1, 2017, pp. 39-57.

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A proposal for the end of standardized testing.

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Student taking an assessment.

A Proposal To End Standardized Testing

Good schools know how every student is doing in every subject every day. They don’t need a week of testing in the spring to tell them what they already know.

For 25 years, states have imposed standardized tests on schools as an external check on student progress. The tests provide an inexpensive comparable source of information that helps identify schools that are struggling and groups of students being poorly served. But let’s face it, everyone hates these tests.

While most OECD countries have sweated validity (good measures of what’s important), the U.S. has been preoccupied with reliability (inexpensive measures of what’s measurable). The development of Common Core State Standards was a national effort to raise expectations and implement better tests. The addition of more writing made the tests longer and just added to the backlash against testing.

One problem with state-mandated tests is that they don’t take advantage of everything teachers know about their students. With the shift to digital learning, many students have experienced a big increase in formative feedback from adaptive assessments, embedded quizzes, and online resources like Khan Academy. All of these new forms of feedback don’t integrate very well (because we still have an interoperability problem) but they set the stage for what David Conely calls cumulative validity .

An example of cumulative validity is 500 data points from six sources collected over eight months about a middle-grade student’s progress on ratios and proportions. With that much information, you have a pretty good idea of what they know and you don’t need to start from scratch with 50 new questions—but that’s what exactly what standardized tests do. (Adaptive assessments can automatically adjust difficulty and short cut the process but they still don’t take advantage of what is know about a learner trajectory.)

States are beginning to take advantage of cumulative validity. In partnership with NWEA, Louisiana will shorten their end of year test by measuring what students have learned via passages from books that students have read and assessing students through several brief assessments throughout the year.

The End Of The Big Test

To curtail or end standardized testing, states could verify that good systems have more than adequate student performance data. That would involve a three-step process:

1. Districts and networks would petition for an assessment exemption by submitting a cohort of learner profiles. (To promote security, these profiles could be anonymized.)

2. A comparability analysis would determine if the system can reliably and accurately report student progress (both achievement levels and growth rates). If yes, the system would be granted a three-year testing exemption.

3. After an initial exemption period, states could sample student profiles to periodically check the accuracy of local systems.

This approach would work adequately for reading, writing and math (to be fully enacted, it would require an update of the federal policy but that seems doable). Given the interest in broader aims, networks of schools that share outcome frameworks hold real promise.  

The Potential Of Diploma Networks

Diploma networks are affiliations of schools that share goals, systems and supports. They help schools adopt a comprehensive outcome framework and assess student and school progress. Schools share a learning model, a platform and teacher supports.

International Baccalaureate is an example of a diploma option available to motivated students. With a learner profile and curriculum requirements , IB represents a comprehensive outcome framework but is short of a schoolwide model with strong systems and supports.

With two managed schools and five affiliates, Building 21 is an example of a diploma network with shared goals, systems and supports. Another example is the 10 school Place Network, sponsored by Teton Science School, a group of rural microschools.

By adopting broader aims including elements of character development and social and emotional learning, a growing number of charter management organizations including DSST , KIPP  and Thrive act like diploma networks.

Many smaller school districts (like those belonging to the League of Innovative Schools ) also operate like a diploma network with a comprehensive outcome framework, shared tools and supports.  

Diploma networks can encourage groups of schools to adopt broader outcome frameworks. States that have expanded graduate profiles (including Virginia , South Carolina  and Vermont ) could approve the comprehensive outcome frameworks as well as providing assessment exemptions.   

In the same way that New Hampshire is planning to phase districts into the PACE assessment pilot , states could create grants and incentives for schools to join certified diploma networks. Over three to five years, a state could curtail and then eliminate testing and rely on the authorization of diploma networks. Borrowing from the charter sector, all public schools could operate under a performance contract and be part of a diploma network. Schools in diploma networks would promise to report achievement and growth in consistent and accurate ways while maintaining adequate performance.

Instead of administering a state test, a state like Colorado could authorize two dozen diploma networks, some in geographic clusters, some thematic groups (like career and technical schools), and some managed networks like DSST and Strive .        

How Autoscoring Will Help

Artificial intelligence is widely used to review and rate hiring profiles. Similarly, portfolios of student work can automatically be scored on many dimensions. In the last few months capabilities have matured enough that with large enough data sets, scoring engines would not require the extensive training historically required. This sort of permissioned sampling of student work would allow states to periodically check the quality of local systems.

Dallas students are beginning to build blockchain profiles that include certifications, credits and artifacts. In the near future, permissioned colleges will be able to review these profiles using their own selection criteria and offer admissions to qualifying students. Now that colleges can quickly and accurately review 100 writing samples, 50 science lab reports and 50 computations, a college entrance exam will soon be of little value to students or colleges.    

It’s time to end a century of standardized testing and focus instead on helping young people do work that matters. We no longer need to interrupt learning and test kids to find out what they know. A couple of brave state policy leaders could trigger what would be a quick change because everyone hates the tests.  

For more, see:

• The Future of Testing
• David Conley on Next Generation Assessment
• How School Administrators Can Support and Promote Formative Assessment

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• Standardized Test Essays

Standardized Test Essays (Examples)

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Standardized tests lowering the standards.

"One problem with achievement testing is that a few minutes of performance time can end up directing a young child's entire educational career." (Schmitz 1991) hen tests are administered to young children that take extended periods of time to complete, such as those which take six to eight hours with only short bathroom breaks, the child's naturally shorter attention span may affect performance on the tests. Many test makers compensate for this by making the tests very short, some only comprised of 20 to 30 questions total, which means that only one or two incorrect responses will seriously affect the grade. "A few unusual answers, a minute of inattention, even the need to go to the bathroom may lower a score from brilliance to mediocrity. " (Schmitz 1991) Standardized testing does not take into account factors such as varying developmental rates among children and testing environments, and the biased….

Works Cited

Neill, M. (1990) Let's Cut Back on Standardized Testing. Mothering, Winter. Retrieved November 11, 2004, at  http://findarticles.com/p/articles/mi_m0838/is_n54/ai_8283181 

Schmitz, S. (1991) Achievement Testing - Critique of Standardized Achievement Tests. Mothering, Fall. Retrieved November 11, 2004, at  http://findarticles.com/p/articles/mi_m0838/is_n61/ai_11360579 

Additional Reading

Wetzel, B. (2002, November-December) No more tests! Challenging standardized education - Ways of learning. Mothering. Retrieved November 11, 2004, at  http://findarticles.com/p/articles/mi_m0838/is_2002_Nov-Dec/ai_100807177

Standardized Tests Truly Reflective of

OCR recognizes that colleges and universities are under a lot of legal and political pressure to stop using racial and ethnic factors in admission," Clegg commented. "[In response,] the agency wants to intimidate colleges and universities to continue using these preferences." (lack Issues in Higher Education, 1999) The National Association of Scholars, while raising doubts about the reasoning behind the OCR document titled "Nondiscrimination in High-Stakes Testing," pointed to what it believes is hypocrisy from higher education gurus who had previously undervalued the use of the test scores. It goes without saying that these guidelines are outrageous," commented the association's president, Dr. Stephen H. alch, in 1999. "ut it's hard not to see this as the educational establishment's being hoisted by its own petard. (lack Issues in Higher Education, 1999) For some time now," alch continued in a statement released shortly after OCR began distributing the guidelines, "our best universities in particular have….

Bibliography

Black Issues in Higher Education. (1999) Exam Negation - new law prevents reliance on discriminatory standardized tests. Black Issues in Higher Education.

Black Issues in Higher Education. (2005) Holy Cross makes standardized test scores optional: college officials concerned about inherent racial and socio-economic bias in standardized tests. Black Issues in Higher Education.

Boyd, W.M. (1977). SAT's minorities: The dangers of under-prediction. Change, 9, 48-64. Chambers, G.A. (1988, March 7). All of America's children: variants in ACT test scores-What principals need to know. Paper presented at the annual convention of the NASSP, Anaheim, CA. (Available from the author, Division of Educational Administration, The University of Iowa, Iowa City, IA 52242)

The College Entrance Examination Board. (1983). Ten SATs. New York: Author.

Standardized Test Review and Selection

Abstract The relevance of having in place standards of fair testing practices cannot be overstated. This is more so the case when it comes to highlighting and clearly outlining the obligations of those who either construct tests or formulate testing program policies and those who us tests. It is important to note that the Code of Fair Testing Practices in Education comes in handy for tests developed professionally such as the ones that have been addressed herein. In this text, a specific test category will be selected and three tests selected from the said category for comprehensive analysis. Essentially, the said evaluation and analysis will be on the basis of standards for tests users – with special reference to the selection of appropriate tests. It is important to note that on this front, test users ought to base their test selection on not only their ability to meet their intended purpose,….

Why Standardized Tests Fail to Measure Educational Attainment

Standardized Testing: The Good, Bad, and UglyToday, high-stakes standardized testing in the nations schools is commonplace, and the practice has been used in American schools at some level for more than 175 years. During this time, standardized tests have been accepted for their ability to gauge student learning by some, criticized by others and lambasted by some, but they have generally been accepted as the only cost-effective, standardized method of measuring educational attainment that is currently available. The purpose of this paper is to examine these good, bad and even ugly aspects of standardized testing to determine the facts. Following this review, a summary of the research and important findings about standardized testing are provided in the papers conclusion.The GoodMuch of the good that is associated with standardized testing is attributable to the fact that these testing methods have been used in the United States for a very long time.….

Black, A. J. (2020). High-Stakes, Standardized Testing and Emergent Bilingual Students in Texas: A Call for Action. Texas Journal of Literacy Education, 8, 18–37.

Do standardized tests improve education in America? (2020, December 7). ProCon, Inc. Retrieved from  https://standardizedtests.procon.org/, 

History of standardized testing. (2013, October 18). Lehigh University. Retrieved from https:// ed.lehigh.edu/news-events/news/history-standardized-testing#:~:text=The%20man% 20considered%20to%20be,of%20Education%20from%201837%2D48.

High School and Students

SAT/ACT/GE Testing Scholastic Aptitude Test (SAT) is standardized exams completed by many high school students before heading to college. Therefore, it contains a suite of tools designed to assess a student's academic readiness for college. Through the students SAT scores, some colleges determine the students they wish to admit and those they will not. Some colleges use SAT "cutoff score" in setting their benchmark for admission or in determining course placement. Moreover, SAT provides students with a path to opportunities, scholarship, and financial support in a fair way to all students. However, colleges also consider other factors such as an individual's work experience, high school grades, student essays and volunteerism. In the 21st century, SAT exam is still in use because they keep pace with what today's colleges are looking for, which includes measuring the student's skills required for the modern times. SAT tests one's reading, math and writing knowledge as….

Reference List:

Anderson, T., & Shattuck, J. (2012). Design-Based Research a Decade of Progress in Education Research? Educational Researcher, 41(1), 16-25.

Beale, A. V. (2012). The Evolution of College Admission Requirements. Journal of College Admission, 214, 20-22.

Belasco, A. S., Rosinger, K. O., & Hearn, J. C. (2014). The Test-Optional Movement at America's Selective Liberal Arts Colleges a Boon For Equity Or Something Else? Educational Evaluation and Policy Analysis, 0162373714537350.

Ioannidis, J. P., Greenland, S., Hlatky, M. A., Khoury, M. J., Macleod, M. R., Moher, D., & Tibshirani, R. (2014). Increasing Value and Reducing Waste in Research Design, Conduct, and Analysis. The Lancet, 383(9912), 166-175.

Student Assessment and Standardized Tests

There are, for example, many ways for a student to present an understanding of the causes of the U.S. Civil War" (1999, p. 35). Conclusion The research showed high stakes standardized testing approaches are becoming increasingly commonplace in the nation's schools, and the outcome of these testing regimens has enormous implications for the students involved, as well as for their teachers and schools. The research also showed that by formulating standards to match these standardized tests, teachers run the risk of "teaching to the test" rather than providing their students with the type of education that is needed in the 21st century. While they are more complex and difficult to administer, the research also showed that portfolios and other assessment techniques such as capstone projects provide a more comprehensive and accurate way to determine how well students are learning and where they may need help. eferences Blasi, M. (2005). Standardized tests: A teacher's….

Blasi, M. (2005). Standardized tests: A teacher's perspective. Childhood Education, 81(4), 242-

Garcia, N. & Fleming, J. (1999). Are standardized tests fair to African-Americans? Journal of Higher Education, 69(5), 471-472.

Neill, D.M. (1999). Transforming student assessment. Phi Delta Kappan, 78(1), 34-35.

Sacks, P. (2000). Standardized minds: The high price of America's testing culture and what we can do to change it. Cambridge, MA: Perseus Publishing.

Standardized Assessment Technique and Immigration for Quite

Standardized Assessment Technique and Immigration For quite a long time, immigration and crime have been closely linked with some pointing out that immigrants tend to have a particularly high rate of criminality. There are those, however, who feel that an increase in immigration rates has no impact whatsoever on crime. Based on my review of literature on this particular topic, greater immigration rates do not result in more crimes. In an attempt to get tough on immigrants -- in the mistaken belief that doing so could help reduce crime rates - states like Arizona have in the past enacted anti-immigration laws. Other states that have sought to implement anti-immigration laws include but they are not limited to South Carolina. To begin with, although the Department of Homeland Security (DHS) as Camarota and Vaughan (2009) point out "estimates that immigrants (legal and illegal) comprise 20% of inmates in prisons and jails," this particular….

Camarota, S.A. & Vaughan, J. (2009). Immigration and Crime: Assessing a Conflicted Issue. Retrieved from  http://www.cis.org/ImmigrantCrime 

Siegel, L.J. (2011). Essentials of Criminal Justice (7th ed.). Belmont, CA: Cengage Learning.

Wachs, T.D. & Sheehan, R. (Eds.). (1998). Assessment of Young Developmentally Disabled Children. New York: Plenum Press.

Standardized Assessment in E-Education in

The push for new assessment models in online education comes largely from competition with its older brother, traditional education, says Mr. Ewell. Because distance education is comparatively new, he says, critics often hold it to a higher standard than traditional education when judging quality. It has more to prove, and is trying to use assessments that show its effectiveness as the proof. (Carnevale, 2001, (http://chronicle.com/free/v47/i31/31a04301.htm) Yet, as many traditional educators fear, the concepts of outcomes-based evaluation, e.g. standardized assessments has been so widely accepted by the education world that traditional systems may be required to assess their own outcomes using the tools designed by e-education newbies. Traditional educators are arguing against the validity of e-education in its most marketable and pure form, not as video conferencing within the context of lectures from historically accredited universities but from e-based systems that they see as handing out degrees to anyone who is willing….

Carnivale, D. "Assessment Takes Center Stage in Online Learning: Distance educators see the need to prove that they teach effectively" at: http://www.online-degrees- today.com/02.09.04-EducationNews/EDUnews_testobsessed.shtml>.

Marshak, D. "No Child Left Behind: Test-obsessed education won't move us ahead" at http://www.online-degrees-today.com/02.09.04-EducationNews/EDUnews_testobsessed.shtml.

Standardized Coding Systems and Nursing

Each standardized nursing language is designed for use in a number of clinical settings, including home care, ambulatory care, and inpatient treatment, with certain languages providing decided advantages within particular circumstances. Although it is true that "improved communication with other nurses, health care professionals, and administrators of the institutions in which nurses work is a key benefit of using a standardized nursing language" (utherford, 2008), the proliferation of several nursing languages throughout the years has inevitably resulted in discrepancies, wherein the personal preferences of nurses, the policy of a hospital's corporate ownership, or other factors determine when, where, and why a specific language is used. To address the growing concern over the inability of nurse's to communicate through a single standardized language system, the International Council of Nurses (ICN) commissioned a comprehensive study which resulted in the International Classification for Nursing Practice (ICNP) being selected as the most advantageous option.….

Cho, I., & Park, H. (2006). Evaluation of the expressiveness of an ICNP-based nursing data dictionary in a computerized nursing record system. Journal of the American Medical Informatics Association, 13(4), 456-464. Retrieved from http://171.67.114.118/content/13/4/456.full

Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice?. OJIN: The Online Journal of Issues in Nursing, 13(1), 57-69. Retrieved from  http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/H  ealth-it/StandardizedNursingLanguage.html

Analyzing Tests and Scales

tests (CTs) and scales vs. norm-eferenced Criterion-referenced tests (CTs) are often the preferred method of assessing the performance of many practitioners in the healthcare and 'helping' professions such as nursing. An example of a criterion-based objective is that a student mastered 90% of the terms on a particular test (McDonald 2002). The NCLEX (National Council Licensure Examination) for nurses is an example of such a test: all nurses that pass the test can obtain licensure. The test is deemed to be both reliable and valid. "The reliability of the NCLEX examination is assessed via a decision consistency statistic. This statistic is used instead of a traditional reliability statistic such as Cronbach's alpha because it captures the reliability of dichotomous pass/fail decisions rather than the reliability of continuous scores or ability estimates" (eliability of NCLEX, 2013, NCSBN: 2). In terms of the NCLE, the exam attempts to ensure content validity; face validity;….

Reliability of NCLEX. (2013). NCSBN. Retrieved:  https://www.ncsbn.org/Reliability.pdf 

What does Cronbach's alpha mean? (n.d.). SPSS FAQ. Institute for Digital Research and Education. UCLA. Retrieved:  http://www.ats.ucla.edu/stat/spss/faq/alpha.html

Curriculum Be Standardized for All The Question

Curriculum Be Standardized for All? The question of whether or not the curriculum should be standardized for all is indeed a hot button issue and one which garners a great deal of attention and controversy. When it comes to this particular issue, both sides actually raise very compelling points about what should be done and why standardizing the curriculum (and not standardizing the curriculum) is the best idea. Fundamentally, both sides approach this issue so strongly as a result of the fact that education, both private and public education as they exist in America, are deeply flawed and barely educate our children in a manner which allows them to compete with the best and brightest talent all over the world. What challenges or problems does the issue present? The biggest problem that the controversy presents is the fact that both sides raising valid points about how to handle this issue: those in….

Kohn, A. (2001, May). One-Size-Fits-All Education Doesn't Work. Retrieved from Boston Globe:  http://www.alfiekohn.org/teaching/onesize.htm 

Noddings, N. (2010, January 7). Differentiate, Don't Standardize. Retrieved from edweek.org:  http://www.edweek.org/ew/articles/2010/01/14/17noddings-comm.h29.html 

Noll, J. (2009, September). A Standardized Curriculum For All? Retrieved from Standardized Curriculum:  http://standardcurriculum.blogspot.com/ 

Pablo, P. (2010, February). Should the Curriculum be Standardized for All? Retrieved from wordpress.com:  http://ewhughes.wordpress.com/2010/02/13/should-the-curriculum-be-standardized-for-all/

Standardized Tools for Assessment of

There is no denying I am a Visual Learner, much like the majority of the population. 4. hat was your score from the readiness assessment? I scored a 77 on the readiness assessment. According to the assessment, those scoring between 100 and 75 such as myself should be well-suited for taking courses online. Particular qualities such as my keen self-awareness should allow me to easily navigate courses taken at a distance. 5. Are you ready for online learning? Having scored a 20 out of 20 on the test measuring one's suitability for online learning, I would qualify as an exceptional candidate for online learning. 6. List the strategy you are most likely to try to contribute to your success in this course? In light of the counsel offered by the Illinois Online Network, I am moved toward a strategy of self-discipline. According to the Network, "ith the freedom and flexibility of the online environment comes….

Works Cited:

Illinois Online Network. (2011). What Makes an Online Student Successful. Online Education Resources.

Standardized Assessments in the Hiring

"For example, selecting your next executive, who will have a great deal of responsibility over the company and its people, is a High Impact hiring decision. In other words, the risks and consequences of a bad hiring decision are severe, which necessitates a greater investment into a quality assessment program. However, hiring someone to clean your warehouse is a relatively Low Impact hiring decision, as the consequences of selecting a poor employee are relatively limited" (Haywood 2009). Haywood's blithe assertion not only flies in the face of participatory management approaches, but is blatantly unsubstantiated by any evidence in his article. It is possible to argue, for example, that a lower-level technician capable of swiftly fixing an error in a user's Blackberry service is just as, if not more important, than an upper-level manager. After all, if an executive loses a million-dollar deal because his or her connection is not working….

Haywood, Chad. "How to choose the right assessments for your next hiring project."

Fast Company. June 24, 2009. January 18, 2009.

 http://www.fastcompany.com/blog/chad-hayward/effective-recruitment-and-selection

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Using grammarly placed a student on academic probation, advantages and limitations of standardized tests essay sample, example.

Standardized tests are most widely used in the field of education to assess the academic performance of students. Two commonly known types of standardized tests in the USA are the SAT and the ACT. The SAT evaluates skills in vocabulary and mathematics, while the ACT has more to do with a broader range of knowledge and includes additional subjects, such as science. Among the other most-known tests are the PSAT, National Achievement Tests, and SAT II examinations.

One of the main purposes of testing is to set a standard: a performance baseline of progress for all parties involved in the educational process—students, teachers, and school districts, and to hold them accountable for achieving it. The idea is to detect areas where students usually fail, or fall behind and promote improvement, not punish them (Strong 24). Besides, tests help remove bias some teachers may exhibit towards students and make the evaluation process more objective. This is usually achieved by using special automatic machines that score exams. Also, due to the usage of these methods, the potential of human error is decreased, or even eliminated.

On the other hand, the exploitation of the system of standardized testing is linked to a number of issues. Thus, many feel that tests do not provide accurate evaluations of a student’s knowledge and learning capabilities, particularly due to the fact that in order to pass a test, rote memorization is preferred to critical thinking and higher learning (Strong 254). Critics of standardized testing often claim it contributes to the rise of academic dishonesty, as the pursuit of knowledge becomes a pursuit of higher test scores. Besides, the emotional state of students may be destabilized due to test-taking. The environment, fostering constant competition and even rivalry may create excessive stress and test-anxiety. A person who gets a low test score may become discouraged from pursuing further academic success. Perhaps one of the most serious drawbacks of using standardized testing is connected to discrimination. Holding all schools and students to the same national standards may infringe on the rights of students with disabilities, lower socio-economic statuses, those who learn English as a second language, students of different nationalities, and so on.

One can see that standardized testing is a universal method of evaluating those skills to which tests are targeted, which aim to reduce or even excludes bias, partiality, or the potential of human error. Standardized tests are meant to set a high standard and promote objectivity. However, this method is not perfect and involves a number of issues. The most critical among them are the preference accorded to memorization over critical and analytic thinking; the encouragement of academic dishonesty; infringing on students’ emotional state, and even some elements of discrimination. Evaluating both sides of the argument allows for improvements to be made, while still encouraging students to strive for the highest academic achievement.

This an advantages and disadvantages essay, that, by the way, can be used alongside some standardized tests as well (like IELTS, for example). In this type of writing, it’s crucial to follow a strict structure while presenting your arguments. And that is the main difficulty. If you need to quickly look up some more examples or get an idea of how to write this type of essays, search for how to write my essay fast with the help of essay services. There you can find the timely assistance you are looking for.

Strong, Malena. The Truth about Standardized Tests . New York: Big Tree Publishers, 2004. Print.

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Standardized Testing, Essay Example

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Standardized testing is obviously a very tricky issue in the modern education, since it is necessary on the one hand to keep ratings, formal assessments, and to understand the pace and direction at which students move along the curriculum. However, at the same time, testing has become a synonym of a blind, systematic assessment without any regard to students’ individual characteristics, which is in some way killing the aim of education, which is educating children and not discouraging them during the educational process through low marks. Treatment of testing by both students and teachers requires an urgent revision, since at present, failures are unacceptable, and both teachers and students try to make it through the semester to pass a test and meet the national standards. Nevertheless, tests have to become an adequate objective tool for students to accept their failure as not an absence of success but as a direction in which they have to work to achieve mastery in the subject.

As for Springer’s approach to reporting the action research results, I think I would choose the general report preparation instead of telling separate stories about separate students. The reason for this is that I use the group of my students to test my hypothesis about the influence of the child’s individual learning style and personality type on the preference of individual, pair, or group work to show the pathways for teachers to use this knowledge in their further teaching. Making it clear that Billie is an individual learner while Maggie is a team learner will not be of any use, since parents may be subjective, and may not agree with the results in case they believe their children are different. Nevertheless, it is obvious that the terms of individual, pair, and group work, as well as terms designating various learning styles, have to be clarified to teachers, parents, and students by means of giving some visual aids (depiction of various learning styles and their characteristics), and by acting out some classroom activities (or showing video recordings of each type of student work).

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• Outline for Standardized Testing:

–          Thesis: The founder of the standardized testing system intended to create a uniform test to seek out the students who had the highest aptitude. Standardized tests have been used to allow higher education institutions to make a reliable decision on whether or not to accept certain students. The testing system that was first created in 1905 has evolved and transformed to reflect modern day knowledge. Teachers are not given as much freedom as they would like, because they have to adapt to standardized testing measures and they are not given much discretion as to what the students are being taught. Our education system, specifically when it comes to standardized testing, needs to be re-organized. Evidence shows that students are not receiving enough experimental learning; rather they are learning how to take structured tests.

–          1 st body paragraph: A bit of a historical back ground, so the reader understands where the testing originated from. China, Britain, United States. Why it was originally administered? Who created it?

–          2 nd body paragraph: How teachers are limited to a specific teaching method. They are required to follow certain guidelines, in order to incorporate practice questions from standardized testing.

–          3 rd body paragraph: Some statistical data, to add credibility to my argument/policy.

6 th paragraph: Up until now, what I’ve been writing about is how we can refocus our attention elsewhere when it comes to testing a student’s knowledge. But what really concerns me is how limited students are when it comes to creativity and critical thinking skills. Students should be able to choose the specific field in which they want to pursue a career in while they are in their junior year of high school, in order to narrow down the application process when applying for college. In result, decreasing the need for standardized testing, such as the SAT, because students will already have two years of education about the field in which they intend to apply for. Standardized testing can then be used solely for students who are still unsure about what they would like to do with their future and what specific field they would like to study. What we don’t yet know is how effective this policy would be, unless we try it. This really has a serious impact on the educational system and the individuals who are in charge of structuring the standardized testing process.

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Thesis Statement For Standardized Testing Essay

Show More Specific Purpose: My specific purpose for presenting this speech and persuading my audience is for me to show you the dark side of standardized testing and why it may hurt a lot of students rather than helping them. I will try my best to get my listeners to join my side on this argument. Thesis Statement: There are plenty of positive and negative aspects of standardized testing but to truly determine this argument you need to learn more about the history of standardized testing, how it impacts the students and how it impacts the school districts. Visual Aid: Introduction Attention Material: Kaboom! No don’t worry it wasn't an explosion it was just your grade after that Standardized History Test you spent all night studying for. It's not just you it is millions of students who can blame their grade on the test they are taking and not fully prepared for and I want to fix that. Thesis Statement: There are plenty of positive and negative aspects of standardized testing but to truly determine this argument you need to learn more about the history of standardized testing, how it impacts the students and how it impacts the school districts. Speech Body: It all started a very long time ago(not that long ago), the year is 1905 and a French psychologist named Alfred Binet …show more content… The first solution, well it pretty simple actually, LIMIT THE NUMBER OF TESTS! Limiting the number of tests will enable the students to learn more about the topic, while still having time to learn about the test and strategies. Another solution to highly consider would be this thing called “Stealth Assessments”. Stealth Assessments are evidence-based approach of tests, this can be used in specialized video games, this properly pinpoints on where the students stands on different subjects and skills, Stealth Assessments can make it a lot easier for both teachers and students to

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The Problem with Standardized Testing

Updated 24 November 2023

Subject Learning

Downloads 35

Category Education

Topic Standardized Testing ,  Student

Thesis Statement: The use of standardized testing needs to be abandoned since it is less inclusive and inaccurate. 

Reference Citation

Meier, D., " Knoester, M. (2017). Beyond testing: Seven assessments of students and schools more effective than standardized tests. Teachers College Press.

The book provides alternative approaches to standard testing from student self-assessments to school boards and town meetings.

Credibility

Deborah Meier has worked in the US public education system and spearheaded its reforms since the 1960’s. Mathew Knoester is a National Board satisfied teacher.  Their combined experience in the education field warrants a better understanding of school testing systems.

The book shows that other methods exist that are better than standard tests.

Smith, William C., ed. "The global testing culture: Shaping education policy, perceptions, and practice." Symposium Books Ltd, 2016.

The book explores the testing cultures and models across the globe. It identifies the weaknesses and strengths of the global testing approaches.

William C. Smith holds a Ph.D. in Education Theory and Policy and has often consulted for UNESCO on the matters of global education.

The book will help reveal the common testing approaches that have in adopted across the globe and show the access standardized testing has in the global education system.

Map, M., " Kennedy, K. (2015). A Review of Standardized Testing in Mathematics A Case Study Regarding the State of Connecticut. Insights to a Changing World Journal, 2015(3).

The paper relates to a study performed in the State of Connecticut to assess the effectiveness of standardized tests in teaching mathematics. The quantitative research shows improvement in performance while the qualitative study shows that teachers consider that standardized test limits their effectiveness. 

Kristin Kennedy is a mathematics professor and has vast experience in the education system.

The article will provide statistical evidence on both qualitative and quantitative effectiveness of standardized testing.

Carey, M. H., " Schifter, C. C. (2016). Addressing Standardized Testing Through a Novel Assessment Model. In Competencies in Teaching, Learning and Educational Leadership in the Digital Age (pp. 171-181). Springer, Cham.

The literature exposes the weaknesses of standardized testing on students with disabilities and those with limited resources.  It later suggests that situating assessment on virtual environments have better outcomes than standardized tests.

Catherine C. Schifter is a professor of educational leadership and has authored several articles and books that aspire to improve the education system. 

The literature will be used to identify the economic weakness of standardized tests.

Kempf, A. (2016). The History, Logic, and Push for Standardized Testing. In The Pedagogy of Standardized Testing (pp. 29-50). Palgrave Macmillan, New York.

The book looks at the history and logic of standardized tests in Canada and the United States. It looks at the political influence as well as the education models that led to the widespread use of the Standardized test in Canada and US.

Assistant Professor Arlo Kempf has expertise in educational assessment, and his current focus is on research methods and equity education.

The book will help introduce the concept of standardized test and elaborate its continued use in the curriculum.

Kaiser, M. A. (2014). The Common Goals and Elusive Solutions for Providing Access to Standardized Testing for Students with Visual Impairments. Journal of Visual Impairment " Blindness (Online), 108(6), 511.

The article urges the need to consider funding, inequality, and disabilities in standardized testing. It argues that standardized testing erodes the No Child Left Behind policy by not factoring the concept of imbalance in the US education system.

Marjorie A. Kaiser works with the South Dakota School for the deaf at the University of South Dakota. She has experience with assimilating the deaf students to the standardized test system.

The article provides information on the unfairness of standardized testing to students with disabilities.

Reich, G. A. (2014). Round and Round We Go: The Origins of Standardized Testing in the United States. Theory " Research in Social Education, 42(3), 440-444.

The article explores the progress of standardized tests from the post-civil war era.  It also looks at the process that led the US to full embrace standardized test as the primary testing module.

Gabriel Reich is an associate professor at Virginia Commonwealth University and specializes in the history of education.

The book will provide an avenue to argue for the replacement of the system since it has been present for a long while delivering little improvement in the education system.

Butler, M. A., Katayama, A. D., Schindling, C., " Dials, K. (2016). Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing. The Journal of Educational Research, 1-11.

The article looks at ways in which standardized tests can be supplemented to improve learning for the deaf or blind. The report establishes that by establishing the right assessment approach, the deaf and blind can show better understanding than perceived.

The journal of educational research focuses on publishing top research in the field of education.

The article provides evidence that supports the inadequacy of the standardized testing to the blind or deaf.

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Standardized Testing Proposal Essay

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“Countries such as Belgium and Asian countries have as many as one standardized test per month” (Barshay, 2014). Even though the United States does not give the most tests, students here still take several different ones per year. I want to gain a lot of knowledge on this topic throughout the course of writing this paper. I want to look into sources who are from other countries and hear their perspective on standardized testing. Asian countries will especially have a strong input since they are the nations who take the most standardized tests per year (Barshay, 2014). I hope to find out why school systems feel that students need to take so many tests and how they think that they are beneficial to students. I would also like to get perspective from teachers and school board members to see whether or not they like their students taking standardized tests. I feel like it RESEARCH PROPOSAL 3 would be interesting to hear the pros and cons of standardized testing from both teachers and members of the school boards. Some more information that I would like to find out is how standardized testing is different throughout different states as well as other countries around

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The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.

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First this paragraph will talk about how students take to many standardized tests. Students take 112 tests on average from pre-K to 12th grade. 112 tests is a lot considering it takes

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What Are The Pros And Cons Of Standardized Testing

Standardized tests should not be used to measure student proficiency. These tests are becoming much more challenging and high stakes, resulting in a significant amount of stress and anxiety in students. Standardized testing has become a huge weight on students which is leading to test anxiety. Jasmine Evans writes in her article “Problems With Standardized Testing,” from Education.com about critics of the No Child Left Behind, an act passed in 2001 one under the administration of George W. Bush, who say that there is a lot of pressure on teachers, students, and parents, and school officials as a result of these tests. They say the pressure to...

High-Stakes Tests are Detrimental to the Future of Our Children

Standardized tests have been around for quite a while now, and are used by a large number of schools. These tests are developed by large educational companies, and because they are distributed to such a large number of schools, they’re used as a standard with which to compare students from the state in which they reside, or across the U.S. Most of these tests are fill in the bubble, multiple-choice, versus essay tests, which are more expensive for the schools to have graded. Some of the better known standardized tests are: SAT (Scholastic Assessment Test), ACT (American College Test), CAT (California Achievement Test), ITBS (Iowa Test of Basic Skills), and TAAS (Texas Assessment of Academic Skills).

Public Education and Standarized Testing in the US

The United States is ranked in the Top 5 of the world, having the most intelligent people in the world. Being one of the most intelligent countries, our education system is not far from those being ranked higher and lower than the United States. Most countries around the world give their students what is known as a Standardized Test. A Standerized Test is a test given according to standardized procedures to students whose scores are then compared with a given standard. Students have been challenged annually by these tests, and most students do not score in the acceptable range in the United States.

Standardized Testing Informative Essay

“Students take between ten and twenty standardized tests, depending on the grade. A total average of one hundred thirteen different ones by graduation. ”(Locker) A few years ago the United States, along with other nations, was given a test to assess the academic strengths and weaknesses of each nation and rank them accordingly. When the results were released and the United States was ranked near the bottom, it was decided to start incorporating more testing through school.

Conformity Vs Individuality

Standardized testing is something all students fear, no matter what grade they are in. Whether they are in elementary school and middle school and fear the ELAs or Regents exams, or in high school and fear the SATs, PASTs, APs, ACTs, etc. Even with standardized testing being as feared as they are, students are still being able to take them. There are many ways students are being encouraged to take them, one being that they are impulsed.

Standardized Testing Argument

The issue of standardized testing has been a highly debated issue in the United States for many years and shows no sign of being resolved any time soon. The No Child Left Behind Act (NCLB) of 2001 was an effort to standardize and improve our education system, but 13 years later it is still in shambles. While many people agree there is a need for some sort of measure for quality education, there is much disagreement about the effectiveness of standardized tests. Some even say federal programs like No Child Left Behind and Race to the Top have gone too far in using test scores to evaluate teachers (Gordon 2013). Unfavorable results from these tests seem to generate more punitive consequences for the teachers and schools than help for the students. The words “high-stakes” are used often in numerous sources to describe the current testing system and refer to decisions that will make a significant impact on both students and teachers. These decisions include repeating a grade or not receiving a diploma for the student and possible loss of a job for the teacher. Standardized testing is an ineffective and expensive way to measure student achievement.

Persuasive Essay On Standardized Testing

John Bishop of Cornell University found that nations that require standardized tests perform better on international tests compared to nations that don 't (Walberg). But the National Assessment of Educational Progress disagrees. In 2011, only thirty-five percent of U.S. 8th graders were identified as proficient in math. This places the U.S. in thirty-second place in the world (Peterson). But every state in the U.S. requires tests, so why are students performing so poorly? Phillip Harris states, “…[S]tandardized tests inadvertently create incentives for students to become superficial thinkers—to seek the quick, easy, and obvious answer.” For America to start performing well on tests again, we need to take the focus off of our test-taking skills and instead focus on the actual subject matter. To do this, the entire standardized testing system needs to be

Why Standardized Tests Are Not Really Reliable Assessments

"The Standardized Testing Debate: The Good, the Bad, and the Very Ugly." TakePart. N.p., n.d. 22 Feb 2013. Web. 15 May 2014.

No More Testing: Instead Teach Innovation to Our Students

teach to a curriculum handed down by politicians, who have little to no knowledge of how to

Standardized Testing is NOT Effective

Sacks, Peter. "The Toll Standardized Tests Take." National Education Association. 2000. Web. 2 July 2015.

Possible Solutions for Standardized Testing

Standardized testing remains to be a major controversial issue for the American society today. Exams are given to students at different levels in their educational career and are supposed to measure their academic knowledge, but are these tests really the best way to evaluate students? There have been numerous alternatives suggested to replace or be used in conjunction with standardized testing.

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Applying for college has changed. Use these 7 strategies to ace the process

If you’ve never been to college, or your college days are decades behind you, the admissions process can feel overwhelming. I helped my daughter through it myself in 2020 — a lot has changed in the last four years.

The first step to take may seem obvious, but experts say it’s critical: Talk to your child and make sure college is what they want. There are many good reasons for higher education, but “that’s just what’s expected of me” isn’t one of them.

If your child wants to train for a job that requires higher education, expand their earning potential or pursue education for the sake of learning, college may be the right choice. Here’s what to share with your child about getting to the college campus that’s right for them.

1. Start building your list of schools early

The U.S. has more than 2,500 four-year colleges, so making your list can feel overwhelming.

When you start the process early, you have time to do your research and build a list of colleges that are right for you. You won’t have to apply to a few nearby or big-name schools at the last minute.

“A lot of times, students and families will get to October or November of their senior year and say, ‘OK, now I’m going to start.’ That is far too late,” Anne Zinn, a school counselor at Norwich Free Academy in Norwich, Conn., and a member of the American School Counselors Association , tells TODAY.

If you don’t have any idea where you want to go, visit some representative schools in your area early in your junior year, if possible. Zinn recommends touring a big school, a medium-sized school and a small school. Mix up the setting, too — maybe choose a city, suburban and rural school.

Your goal is to come up with a short list of schools where you’ll apply. Zinn thinks about seven is the sweet spot:

• Two reaches, or long shots
• Two targets, where you’re a good fit
• Two safety schools
• One more you want to mix in, just because

2. Get honest about the cost

The cost of some of the most selective U.S. schools will likely top $100,000 a year by the time today’s high school juniors earn their college degrees. You don’t need to be an honor student to figure out that adds up to nearly $400,000 for four years.

“The college value equation is so much more prominent now than it was even ten years ago,” David Hawkins, chief education and policy officer at the National Association for College Admission Counseling tells TODAY. You’ll want to make sure the cost of college is manageable for you and your family and that you’re applying to schools you can afford.

Fill out the Free Application for Federal Student Aid (FAFSA) even if you don’t think you’ll qualify for grants based on financial need. Schools and governments also use the FAFSA as a basis for scholarships, work-study jobs and loans. Apply as soon as you can on or after October 1 — that’s when applications usually open. It’s a good idea to know which schools you want to apply to by then, so you can include them on your form.

3. Connect with the schools on your list

“The best thing you can do is visit if you can,” Zinn says. Don’t just drive around the campus — make an appointment with the admissions office and take an official tour. Ask questions about things that don’t show up on the website. That might be the food, the social scene or even political issues that could influence your decision.

Of course, you probably can’t visit every school on your list — you might not be able to get to any. There are other ways you can connect with schools. A lot of colleges and universities send admission reps to high schools so that you can meet with them. College fairs are another good option. Be sure to introduce yourself to the representatives — don’t just pick up brochures.

“All of that counts as ‘demonstrated interest.’ They keep track of that,” Zinn says.

4. Find out how much virtual learning to expect

As you’re visiting schools and doing your research, look into how many of your classes are online versus in person. You probably spent a lot of time in remote classrooms during COVID, and you know whether you work well in that environment or you do better face-to-face.

“You don’t want to be lulled into a campus where you think everything is in person, and then you’re taking your English class online in your dorm room, especially if you’re paying thousands of dollars to sit in that dorm room,” Zinn says.

5. Show your true colors in your essay

It’s common to struggle with the essay, and that’s understandable. Schools teach students how to write academic papers for years (“never use ‘I’”), and just when you’re starting to get good at them, you need to write something completely different (“write from your own point of view”).

“The essay is an insight into who you are as a student, the experiences that you’ve had, and the background you come from. The admission counselor wants to see you, your personality and your thought process,” Zinn says. “You want to tell a story and show them something about you they’re not going to see anywhere else in the application. This is your opportunity to really showcase your personality.”

Here are a few tips:

• Remember that it’s about you. “Even if the questions are scripted, they are looking to glean something from you,” Hawkins says. For example, if you’re responding to a prompt about someone who inspired you, don’t make the essay entirely about that person. Talk about the difference they made in your life.
• Feel free to talk about your background. Schools can no longer consider race or ethnicity specifically when making admissions decisions, but that doesn’t mean you can’t talk about it. “Your racial or ethnic heritage or background has affected your life and has provided you with insights or other qualities,” Hawkins says. “We encourage students to share everything they want to share about themselves.”
• Let your passion shine through. “Institutions are looking for students who are trying to grow and who have a passion,” Hawkins says. “Share something that makes you tick, feeds your strength and gives you energy.”
• Be specific. Write about the first time you hit a home run, not about baseball, or the origin of your favorite joke, not about comedy.
• Set your mind free. Write down your thoughts first without worrying about how they sound. You can rewrite and edit later.

6. See if it makes sense to skip standardized tests

Before COVID, some schools started to make SATs and ACTs optional, and the pandemic accelerated that change. Lately, however, some schools have reinstated the standardized testing requirement.

So, are they really necessary? It depends. You should take them if:

• You’re applying to a school that requires them. But Zinn and Hawkins say that so far, it’s mainly the most selective schools that require SATs or ACTs. They expect that most other schools will stay test-optional.
• You feel like you would do well on a standardized test, and it would strengthen your application. Zinn encourages students to take a standardized test at least once and see how they do.
• Financial aid from the schools you’re applying to, or from your state, is tied to standardized test scores.

Some states also require all students to take a standardized test. The SAT might take the place of a state 11th-grade exam, for example. In that case, the decision is made for you.

7. Make your application as strong as you can

“The best thing you can do is ensure that you have a strong, well-rounded application,” Zinn says. That means keeping your grades up and being involved in a few different activities, such as sports, clubs or work.

Don’t let your college search and your activities take your focus away from your classes. You can spend a lot of time editing your essay, answering practice SAT questions and looking at college life on TikTok. But high school grades, especially grades in college prep classes, top the “most important” list for college admission decisions.

Stephanie Thurrott is a writer who covers mental health, personal growth, wellness, family, food and personal finance, and dabbles in just about any other topic that grabs her attention. When she's not writing, look for her out walking her dog or riding her bike in Pennsylvania's Lehigh Valley. 

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Original research article, application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial.

• 1 Department of Anesthesiology, Huainan First People’s Hospital, The First Affiliated Hospital of Anhui University of Science and Technology, Huainan, China
• 2 Department of Anesthesiology, The Affiliated Jiangning Hospital of Nanjing Medical University, Nangjing, China

Objective: To explore the effect of applying the online to offline teaching mode in the training of non-anesthesiology residents in department of anesthesiology.

Trial design: The randomized controlled trial was performed on non-anesthesiology residents from Affiliated Jiangning Hospital of Nanjing Medical University.

Methods: All selected residents were randomly divided into the traditional teaching group (Group T) and the online to offline teaching group (Group O) by the random number table method. Traditional teaching mode was used in Group T, while the online to offline teaching mode was used in Group O. The training period lasted for two months. At the end of the training, theoretical and clinical skills were assessed for all residents, and students’ satisfaction scores on teaching were investigated from the aspects of teaching mode, stimulating learning interest, improving learning process and teaching satisfaction. The teaching efficiency was compared and analyzed in the two groups.

Results: In total, 39 cases in Group O and 38 cases in Group T were included in the statistical analysis. Compared with Group T, theory test scores, clinical skills test scores, and overall scores improved significantly in Group O (82.2 ± 8.1 vs. 91.3 ± 7.6; 85.1 ± 4.7 vs. 93.3 ± 5.4 and 83.4 ± 6.4 vs. 92.1 ± 6.7, respectively, p  < 0.01). Compared with Group T, scores on teaching mode, stimulating learning interest, improving learning process and teaching satisfaction were higher in Group O (81.1 ± 6.9 vs. 93.7 ± 5.2; 83.6 ± 5.8 vs. 91.6 ± 6.4; 82.4 ± 5.3 vs. 90.9 ± 4.8 and 82.1 ± 5.9 vs. 92.1 ± 5.5, respectively, p  < 0.01).

Conclusion: The online to offline teaching mode can improve the level of professional theory and clinical skill operation, and teaching satisfaction of the non-anesthesiology residents in department of anesthesiology, thus improving the teaching effectiveness.

1 Introduction

Standardized training for residents is an important part of post-graduation education for medical students. With the increasingly refined division of clinical disciplines, although clinical specialists are familiar with the knowledge and skills of their major, they have some deficiencies in theoretical knowledge and clinical practice of related disciplines outside their major ( 1 ). Various monitoring theories and operation techniques, emergency treatment of various perioperative complications and pain treatment involved in clinical anesthesia work are the basic skills that clinicians should master ( 2 ). Therefore, it is necessary to explore the problems existing during the rotation of non-anesthesiology residents to anesthesiology department and propose corresponding solutions and countermeasures. These students’ understanding of anesthesiology only was limited in the medical school of surgery introduction to anesthesiology part, and training time in department of anesthesiology was short in domestic hospitals (no more than two months). There were many problems in the process of teaching, such as students’ lack of purpose, enthusiasm and initiative, also teachers’ lack of enthusiasm and guidance, even strict training rules and evaluation plans ( 3 , 4 ). Therefore, compared with the traditional teaching by PowerPoint (PPT) and auxiliary skills operation, it is particularly important to stimulate these students’ interest and active their initiative in learning non-professional knowledge.

With the rapid development of information and network technology, and the continuous innovation of educational technology and means, the advantages of the mixed teaching mode combining online teaching with traditional offline teaching have become increasingly significant ( 5 ). The online to offline (O2O) mode first emerged in the field of e-commerce, which referred to the business model that used the online Internet as an offline trading platform to promote consumption and promotion ( 6 ). When the O2O mode was introduced into teaching, its connotation produced a qualitative change. “O2O Teaching Mode” was the integration of online and offline teaching, which used computer information, network technology and platform ( 7 , 8 ). Studies have shown that using the O2O teaching mode in teaching of English ( 9 ), computer science ( 10 ) and medical students ( 11 ) have achieved good results such as the improvement of students’ learning enthusiasm, interest and academic performance. Therefore, the aim of this study was to investigate the effect of the application of O2O teaching mode in the training of non-anesthesiology residents in the department of anesthesiology, so as to provide reference for improving the training quality of these residents.

2.1 Ethics statement

The Consolidated Standards of Reporting Trials (CONSORT) recommendations ( 12 ) were followed in this study for the design and implementation of randomized controlled trials. Ethical approval for this study (2021-02-028-K01) was provided by the Institutional Ethics Committee of the Affiliated Jiangning Hospital of Nanjing Medical University. All participants involved were informed of the proposal and gave their written, informed consent.

2.2 Participants

Eighty non-anesthesiology residents were enrolled in this study, who were trained from May 4th 2021 to May 5th 2023 in department of anesthesiology, the Affiliated Jiangning Hospital of Nanjing Medical University. All residents were randomly divided into two groups by the random number table method: the traditional teaching group (Group T) and the online to offline teaching group (Group O), with 40 cases in each group. The traditional teaching method was used in Group T, while the online to offline teaching mode was used in Group O. Inclusion criteria: (1) Non-anesthesiology postgraduate students; (2) The training time in department of anesthesiology was two months; (3) The students had physician qualification certificate. Exclusion criteria: Failure to complete the study according to the prescribed training program.

2.3 Sample size and randomization

According to previous relevant studies ( 7 , 11 ) and results of preliminary test, it was estimated that the final score of residents in group O was about 9.5 points higher than that of Group T, α =0.05, 1- β =0.8, 36 cases were required in each group, assuming that the shedding rate was 10%, and the sample size included in the initial screening was 40 cases in each group. Residents were randomly assigned to one of the two groups. Random tables were generated by computer. Eighty sealed envelopes were prepared by a statistician who did not participate in the study.

2.4 Study design

2.4.1 group o.

① Online class: teachers published PPT, clinical operation videos and background materials related to the training course through the Chinese university Massive Open Online Courses (MOOC) platform before classes, and students were required to use flexible intelligent devices to complete independent learning before class. The online platform provided detailed information about the number of learners, the learning progress of the students and duration of study. After students ended their independent learning and examination, the platform provided evaluation and analysis of teachers’ input, so that students could have a preliminary understanding of their knowledge mastery, and enter offline classes with thinking and problems about the course content. ② Offline class: residents were taught by PPT once a week, mainly face to face to discuss the theoretical and operational content of the platform that was difficult for students to understand. The operation of skills was from clinical operation videos by online class, observation, teacher-assisted practice to independent practice ( Table 1 ).

Table 1 . Standardized training program for non-anesthesia residents in the department of anesthesiology.

2.4.2 Group T

Residents were taught by PPT twice a week, and followed the teacher in the daily clinical process. The operation of skills training was also followed with Table 1 , but from learning by offline class, observation, teacher-assisted practice to independent practice. Additionally, to ensure the comparability with Group O, we converted the online study time of students in Group O into the offline self-study time for students in Group T. We played the same PPT and clinical operation videos, distributed the same materials and test volumes in the classroom where there was a teacher who ensured the same duration of study as recorded by MOOC in Group O and provided evaluation and analysis of students’ independent learning and examination.

2.5 Outcomes

2.5.1 main outcomes.

Residents’ final examination scores. All students took offline theoretical and operational exams on the last day of training in the department of anesthesiology. The theoretical examination was based on the questions according to the Content and Standards of Standardized Training for Resident Doctors (Trial in China), including single choice, multiple choice, noun explanation and essay questions. The clinical skills assessment was carried out according to the Standard Scheme for The Clinical Practice Ability of Standardized Training of Residents (Department of Anesthesiology in China), including connection of conventional monitor, use of simple respirator, endotracheal intubation, single cardiopulmonary resuscitation and electrical defibrillation. The scores consisted of two parts: theory test score and clinical skills test score, accounting for 100 points, respectively. Final score = 60% theoretical score + 40% skill score.

2.5.2 Secondary outcomes

Satisfaction score for clinical teaching. The clinical teaching satisfaction questionnaire was used to evaluate residents’ satisfaction with clinical teaching. The questionnaire score mainly included four items: teaching mode, stimulating learning interest, improving learning process and teaching satisfaction, each with a full score of 100 points. The satisfaction survey was conducted anonymously.

2.6 Statistical analysis

Data analysis was performed by the SPSS (version 25.0, SPSS Inc., Chicago, IL, United States). Continuous variables were presented as mean ± standard deviation (SD), and comparisons between groups were performed by an independent sample t -tests. Categorical variables were presented as frequency, and comparisons between groups were performed using the χ 2 test. A p -value <0.05 was considered to be statistically significant.

3.1 Residents recruitment

In this study, 80 residents were initially screened, and 3 of them were excluded (One resident was excluded for personal leave in Group O, while one was excluded for sick leave and another for transferred to other departments in Group T). In total, 39 cases in Group O and 38 cases in Group T were included in the statistical analysis ( Figure 1 ).

Figure 1 . CONSORT flow diagram. In the study, a total of 80 participants were enrolled initially and three residents were excluded during the trial. Finally, there were 77 residents included in the statistical analysis (39 in Group O and 38 in Group C, respectively). CONSORT: the Consolidated Standards of Reporting Trials.

3.2 Baseline characteristics of the two groups

The non-anesthesiology residents referred in this study majored in general surgery, orthopedics, emergency, critical care medicine, E.N.T., urology, oncology, cardiothoracic surgery and obstetrics and gynecology, respectively. There was no significant difference in age, gender, major, and type of postgraduates between group O and group T ( p  > 0.05) ( Table 2 ).

Table 2 . Comparison of baseline characteristics in the two groups ( n  = 77).

3.3 Test score of the two groups

Compared with Group T, theory test scores, clinical skills test scores, and overall scores improved significantly in Group O ( p  < 0.01) ( Table 3 ).

Table 3 . Test score of residents in the two groups (mean ± SD, score).

3.4 Teaching score of the two groups

Compared with Group T, scores in teaching mode, stimulating learning interest, improving learning process and teaching satisfaction were higher in Group O ( p  < 0.01) ( Table 4 ).

Table 4 . Score of teaching in the two groups (mean ± SD, score).

4 Discussion

With the development of medicine, the scale of hospitals is constantly expanding, and the division of clinical disciplines is becoming refined. Various specialties pay more and more attention to the cultivation of the theory and skill operation of their professional doctors, but the learning of other interdisciplinary theories and skills are still insufficient. The department of anesthesiology of our hospital also undertakes a large number of standardized training tasks for non-anesthesiology residents every year, including directed education and socialized recruitment of postgraduates. These students are mainly involved in a variety of surgery-related majors, such as general surgery, orthopedics, emergency department, intensive care medicine, E.N.T., obstetrics and gynecology, etc. As residents in anesthesiology, we used to use traditional teaching by PPT and “hand-in-hand” operation training for non-anesthesiology residents, which are difficult to stimulate their interest in learning and often lack active initiative because of insufficient understanding of anesthesiology related theories and operations ( 13 ). Most of them reflected that the knowledge in class was difficult to understand, and the actual operation was also very passive and difficult to accept. Therefore, this study adopted the O2O teaching model with preview, talking and interaction online outside the classroom. The results suggested that this teaching model improve the teaching effectiveness to non-anesthesiology residents in department of anesthesiology.

4.1 Traditional teaching in department of anesthesiology

Traditional teaching methods are relatively simple in department of anesthesiology. The main body of teaching were teachers, who only regarded students as the container to accept knowledge, and to some extent ignored the existence of students as the subject of learning. Students only took the test for the purpose and mechanically memorized the knowledge points in the traditional teaching mode. In the study of Duan et al. ( 14 ), they compared the effects of an online teaching mode on WeChat platform with the traditional teaching model on learning outcomes of anesthesiology residents during the COVID-19 outbreak. The results showed that the examination performance, clinical thinking, communication skills, learning interest and self-learning ability of residents in the group of traditional teaching model were worse than those in the group of online teaching mode. However, online teaching alone cannot meet the needs of residents’ practical skills and face-to-face communication with teachers and patients. Thus, online to offline teaching mode was designed in this study. Additionally, the integration of teaching and information technology was poor used in traditional teaching mode. At present, the use of information technology in the department of anesthesiology often stayed in PPT, after-class paper examination and questionnaire survey. Some hospitals or teachers were still in the stage of multimedia teaching and “face-to-face” teaching, and they could not flexibly use various online teaching platforms, WeChat public accounts and other media. In the study of Huang et al. ( 15 ), they used WeChat public platform for education in anesthesiology residents. The results suggested that residents in the WeChat group perform significantly better on assessments than those in the traditional group regarding theoretical knowledge scores, operational skill scores and overall scores, and the questionnaire results indicated that the degree of satisfaction of the residents and teachers in the WeChat group was significantly higher than that in the traditional group. In contrast, the MOOC platform was used in the present study which was more versatile and the most widely used platform for teaching in China ( 16 ). Besides, residents’ feedback to the class was not optimistic in the traditional teaching mode ( 17 ). Some residents had not prepared before class and knew nothing about the content of teaching. It was difficult to understand the professional knowledge points. Therefore, they can not pay attention in class and thought the course was boring.

4.2 Classification of O2O teaching mode

According to the differences of curriculum design idea, the current O2O teaching modes were as follows. (1) The O2O teaching mode based on the traditional classroom idea was reported by Daulatabad et al. ( 18 ). In this mode, online learning was only an auxiliary and supplement to the offline traditional classroom. Teachers can upload teaching content and expand knowledge online for students’ preparation before class, consolidation and expansion after class. Offline classroom was still based on the students’ preparation before class. This type of teaching mode can be used for courses with strong theory and difficult for students’ self-study. (2) The O2O teaching mode based on the concept of flipped classroom reported by Zhang et al. ( 19 ). Students mainly chose courses and self-studied through online platform. They can also interact online through social network, participate in offline class regularly and conduct collaborative learning. This teaching mode can be used for easy self-study courses. (3) The O2O teaching mode based on the mixed teaching idea reported by Ding et al. ( 20 ). This mode divided the courses into easy and difficult content. Students studied easy content online by themselves, and made discussion and practice by offline face-to-face class. The difficult content was mainly learned by offline classroom lecture, while the online class was mainly for practice and consolidation. Considering the characteristics of anesthesiology and the correlation between different majors, the third O2O teaching mode was adopted in this study. Residents learned easy content online, and made discussion of difficult content in offline class. The results of this study showed that this mode improved the learning motivation of residents and the effect of teaching.

4.3 Advantages of the O2O teaching mode

Teaching resources were effectively utilized in the O2O teaching mode. In traditional teaching mode, many high-quality teaching resources on the internet, such as videos, animation and so on, were often unable to be used due to limitation of conditions. The study of Shi et al. ( 21 ) showed that teachers could directly send these resources to students through links and other forms in the O2O teaching mode, and save time and effort, which improved teachers’ work efficiency, so as to concentrate on polishing better course resources. Secondly, the time and space for students’ study were greatly expanded. Students can only listen in the classroom during class time in traditional teaching mode. Most of the O2O teaching mode was online education. Students can learn at any time with only a computer or a mobile phone, which was conducive to students to make better use of the fragmented time ( 22 ). However, online teaching did not completely replace classroom teaching. Thus, in our study, residents in Group O were also taught by PPT in Offline class once a week, mainly face to face to discuss the theoretical and operational content of the platform that was difficult for students to understand, which can improve students’ interest and efficiency in learning. The results of this study also showed that the theory test scores, clinical skills test scores, and overall scores improved significantly in Group O. In addition, the interaction between teachers and students was enhanced in the O2O teaching mode, which could improve the quality of teaching. According to the results of Asfhar et al. ( 23 ), teachers can learn students’ preview, review, homework completion, participation in discussion, online examination and other conditions through background data in O2O teaching mode, and students can also see teaching resources and data on the platform and become teaching supervisors. Therefore, teachers and students can communicate and interact online, score each other, which will be conducive to the establishment of a harmonious teacher-student relationship. So that in the present study, students had significantly higher scores of teaching mode and teaching satisfaction in Group O.

4.4 Limitations of the O2O teaching mode and this study

Mobile phones were one of the important learning tools in O2O teaching mode. Some students played mobile games in class, which might have a negative impact on learning ( 24 ). In this study, we increased the frequency of answering questions online and offline in class. Students who played mobile phones could not answer questions in time, which might lead to low scores in class, thus promoting students to improve their learning concentration. In addition, the function construction of the course platform was also very important. If the mobile phone was locked after the students’ scanning the code and entering the classroom, it could only be synchronized with the teacher’s mobile phone or computer. Study of Zhao et al. ( 25 ) showed that the extensive use of O2O teaching mode also brought great pressure to students.

Due to the fact that subjects of this study were non-anesthesiology residents and different training methods of medical students in China were trained in different ways, the examination methods in this study were not based on the standardized training examination for anesthesiology residents in the United States. However, there was no unified international standard for the standardized training of non-anesthesiology residents in the department of anesthesiology. In our study, the training of non-anesthesiology residents followed the same domestic standards including basic theory, knowledge and skills according to anesthesiology residents, which did not affect the evaluation and promotion of online to offline teaching mode. In addition, due to the large number of course chapters and automatic evaluation scores on the MOOC platform, the scores of students’ online learning and evaluation were not counted in this study, but the final theoretical and operational examination scores on the last day of training in the department of anesthesiology were taken as the main outcomes. Finally, though it was difficult to achieve double blinding in this study, we ensured those who scored the test and the questionnaire did not know the grouping.

5 Conclusion

In conclusion, this randomized control trial shows that application of online to offline teaching mode in non-anesthesiology residents in department of anesthesiology can improve the level of anesthesia-related professional theory and clinical skill operation in these students, and their satisfaction with teaching mode, so as to improve the teaching effectiveness.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

Ethical approval for this study (2021-02-028-K01) was provided by the Institutional Ethics Committee of the Affiliated Jiangning Hospital of Nanjing Medical University. All participants involved were informed of the proposal and gave their written, informed consent.

Author contributions

Y-yZ: Data curation, Funding acquisition, Methodology, Writing – original draft. T-tZ: Methodology, Software, Writing – original draft. L-hL: Conceptualization, Investigation, Writing – original draft. QL: Investigation, Writing – original draft. L-jP: Investigation, Writing – original draft. QW: Conceptualization, Investigation, Writing – original draft. WW: Project administration, Supervision, Writing – review & editing. W-yY: Data curation, Writing – review & editing.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This work was supported by the Anhui University Provincial Quality Engineering Project-Education and Teaching Reform Project (2022jyxm417).

Acknowledgments

We are grateful to all residents involved in this study for their cooperation. We are also very grateful to those who help us with the writing of the manuscript.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: online to offline, teaching mode, residents, standardized training, anesthesiology

Citation: Zhao Y-y, Zhang T-t, Li L-h, Liu Q, Peng L-j, Wang Q, Wang W and Yu W-y (2024) Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial. Front. Med . 11:1329538. doi: 10.3389/fmed.2024.1329538

Received: 03 November 2023; Accepted: 18 April 2024; Published: 29 April 2024.

Reviewed by:

Copyright © 2024 Zhao, Zhang, Li, Liu, Peng, Wang, Wang and Yu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Wei Wang, [email protected]

† These authors have contributed equally to this work

This article is part of the Research Topic

Future Prospects of Learning in the Clinical Environment: Exploring the Technological Revolution