Archaic Ways To Evaluate Progress On Students English Language Essay

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There are several contemporary issues related to scholarly matters. Several students are concerned about the archaic ways of school testing. Calculating the progress on students due to a written test, either made by the teacher or a state mandated test is only acceptable for some students to pass. There should be a change in the archaic ways to evaluate progress on students because some students suffer from test anxiety, low test taking motivation, and dyslexia.

Several students could claim that these accommodations do not need to be changed because some students do not suffer from this problem. Several students could justify why the archaic ways to evaluate progress on students does not need a change because, anxiety can "help [a student] get revved [up and stay] at peak [of the] performance" (Lyness 1). But, actually there are different types of test takers and this "normal anxiety is more intense" (Lyness 1). Many students would defend the fact that evaluations for progress on students should not change because, some students do not have low test taking motivations, due to studying for the following exam. But, even though the students know the material it still occurs in their mind that they will do poorly on the test. A few students could insist that dyslexia is not a reason why the ways of archaic testing needs to be changed because, not every student is diagnosed with dyslexia. But, what about the students that are? The current academic testing does not accommodate the students who do have dyslexia.

The archaic ways of testing should be changed because of the students who suffer from test anxiety. According to, "Beidel, Turner, and Trager [during] 1994 [, they] asserted that approximately 40% of children suffer from test anxiety" (Figen 101). If only 40% of children suffered from test anxiety in 1994, how many are currently suffering from the same problem now? (Figen 101). According to Figen, "[they] found that test anxiety has a negative effect on optimism levels" (103). Many students with test anxiety struggle during a test, and become to underestimate themselves. Several students have to take an entrance examination to go to certain universities and "[students] . . . earning admission to . . . universities can increase the individual's anxiety. The examination, therefore, becomes a veritable do-or- die fight" (Figen 3). As well, "[results] of research [among students] indicate that . . . performance is affected adversely when anxiety is very high" (Figen 4). The following quotes indicate that when a student with anxiety has to take a test that depends on their future it affects their performance. As a result, this proves why the archaic ways of test taking should be changed.

The ways of test taking to evaluate progress on students should change because of students who suffer from low test taking motivation. Many students have low test taking motivations because, "1st the scores obtained on these test may underestimate the examinees actual level of proficiency" (Barry and Finney 3). Also, "[rather] than representing what students actually know and can do, the test scores may instead represent only 'what students will demonstrate with minimal effort'" (Barry and Finney 3). Barry and Finney also indicate that, "low motivation impacts the properties of test and item statistics, because knowledge of test and . . . statistics is necessary for understanding the way a given test functions and how it should be scored" (4). On second thought Barry and Finney add that, "low motivation impacts this aspect of validity. For example, item difficulties estimated under low-stakes conditions may not represent item difficulties estimated in high-stakes conditions" (4). Finally, for Barry and Finney to finish their claims according to low test taking motivation, they states that "low motivation negatively impacts not only what we know about students, but also what we know about the properties of the tests they complete" (4). As a reinforcement of Barry and Finney's claims, they indicates that the archaic ways of testing only shows the progress of students with little effort and only shows the progress on students from what the test evaluated the student on, not the actual material they do know. Lastly, this proves why there should be a change in the archaic ways to evaluate students because of students with low test taking motivation.

They should alter the ways to evaluate progress on students due to dyslexia. Studies have shown that "results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies" (Kirby 1). Therefore, students with dyslexia have difficulty in reading comprehension, resulting them to score poorly on a test. If teachers were capable of giving out a different form of testing other than a written test to better accommodate students with dyslexia then the students would not have "[difficulty] with accurate and/or fluent word recognition and by poor spelling and decoding abilities" (Kirby 2). When college level material becomes a problem due to "adults with dyslexia [ they experience] significant difficulty adjusting to the academic demands of higher education, for instance in taking lecture notes, writing essays, synthesizing course material for examinations, or comprehending large quantities of [complex] text" (Kirby 2). The previous quote proves why there should be a change in the archaic ways to evaluate progress on students due to students with dyslexia.

In conclusion, there are many different reasons why someone could claim why or why not there should be a change in the archaic ways to evaluate progress on students. Therefore, there are several ways to fix the problem. First off, by fixing the archaic ways of test taking among those who suffer with test taking anxiety is to allow students to study before the test is handed out or do trial test before the actual exam. Secondly, along with the students who suffer from low test taking motivation to be able to prove the grade they deserve, other than the grade they make due to a test that only shows limited material. Lastly, the students who suffer from dyslexia should be accommodated because of reading comprehension difficulty. Therefore, the student could be examined with the test read aloud, so they are not only seeing, but hearing the correct material from the test.