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|a LB3051.G56 2001_GiordanoElisaM |2 BU-Local |
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|a Standardized and high-stakes testing in the United States : are they conforming to standards based on democratic or capitalistic ideals |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2001. |
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|a vii, 37 leaves ; |c 28 cm |
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|a Barry University Theses -- Honors Program. |
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|a Thesis (Honors) --Barry University, 2001. |
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|a Includes bibliographical references (leaves 36-37). |
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|a Copyright Elisa M. Giordano. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Standardized tests tell us very little about learners, teachers, schools, and the American educational system. Rather, they create a test-driven curriculum that is harmful to students, as well as teachers. High stakes testing was originally implemented as a tool to identify scholarship students. The initial driving force behind standardized testing was to produce the cream of the crop for America’s jobs. They were never intended to measure teaching and/or learning. However, now the educational system in America has followed the functionalist paradigm of traditional education. Standardization has taken over the classrooms, but not with the same intentions present over 75 years ago. Standardized testing is now used as a form of assessment of how well teachers teach, how good schools are, and what students know and are learning. These tests, however, do nothing to close the gap within American society. On the contrary, they deepen segregation by dividing children, teachers, and locales by race, sex, and class. The present systems of standardized assessment in America are completely working against John Dewey’s ideologies of democratic education, in the U.S., where there are unmistakable divisions of wealth and power, the freedoms associated with democracy most obviously benefit some people more than others. High-stakes testing wipes out teachers’ creativity and strips the minds and potential of America’s youth. By incorporating alternative forms of assessment, a more democratic educational society can be envisioned, where knowledge, not color or money, is power. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Educational tests and measurements. |
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|a Education |x Standards |x United States. |
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|a Prediction of scholastic success. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001544/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/44/00001/LB3051_G56 2001_GiordanoElisaMthm.jpg |
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|a Theses and Dissertations |
