Standardized Testing

In the third unit of the course Argument 1954, we studied contradictions by looking at the relationship between: thesis, antithesis and synthesis. We also went to a cool FE to the Newberry Library where we learned about the struggles that black in Chicago went through to get basic civil rights.How they weren’t served at certain restaurants, couldn't buy a house in a white neighborhood, and had to have their own separate things. If they crossed the real or imaginary lines of racial segregation there would be consequences. For example, when a black boy accidentally swam across the non-existent dividing line while swimming at the beach , the whites got mad and started beating the boy up. That is when a riot in the city started, with the fighting and violence starting at the beach and moving into neighborhoods leading to many injuries and deaths. For our action project, we had to choose a topic that is going on in our world and that had a thesis (someone's point of view) and antithesis (a point of view of someone who opposes). I chose the topic of standardized testing because it’s something I disagree with strongly. As I worked on this project I had difficulty structuring everything so it makes sense and I also learned that standardized testing is a very controversy in our country right now.


Thesis:

Everything in life is based on a test, but why? Isn’t there more to a person and more to their knowledge than what is shown on a piece of paper? I argue that standardized testing should be abolished from American schools.

Support for my position:

There is a Selective Enrollment test that you have to take before graduating 8th grade to know what elite high school you can apply to and which of the remaining schools you have a better chance of attending. From a young age American students are tested every year which supposebly tracks their skill levels. By the time they’re in high school you have to take an ACT or SAT test junior year and based on that score, you have a good sense of which colleges will accept you. The topic of standardized testing matters to me a whole lot right now because I am a currently a junior in high school, this year I am taking the ACT. I am a bad test taker; I take several ACT classes to help me ready, but when I take a practice exam, I always get nervous, panic and end up forgetting everything I know. I don’t like how a piece of paper determines your knowledge and I think that colleges should give students an opportunity to show them who they are and the many things they have to offer beyond what a piece of paper says. Also, testing for hours stresses students out, which adds to the stress that we already have at school and exhausts our minds. For the first test, we are lively, but once we get half-way done, we are mentally exhausted from trying to get the correct answer so our scores won’t be low.

Quotes that support my thesis:

“A 2012 study by the Brookings Institution determined that states spend $1.7 billion per year on testing, an enormous increase over the $423 million states spent in 2001 before NCLB, according to the Pew Center on the States. All of this money has fueled a booming testing industry, with companies like Pearson racking up billions in sales.” -Quinn Mulholland from Harvard Political Review.

“Standardized tests measure only a small portion of what makes education meaningful. According to late education researcher Gerald W. Bracey, PhD, qualities that standardized tests cannot measure include "creativity, critical thinking, resilience, motivation, persistence, curiosity, endurance, reliability, enthusiasm, empathy, self-awareness, self-discipline, leadership, civic-mindedness, courage, compassion, resourcefulness, sense of beauty, sense of wonder, honesty, integrity."
-Valerie Strauss, "The Myths of Standardized Testing,” Washington Post, Apr. 15, 2011.

“Standardized tests are unnecessary because they rarely show what we don't already know. Ask any teacher and she can tell you which students can read and write. That telling usually comes in the form of letter grades or evaluations that break down progress on skills.”
—Jori Bolton for Education Week.

Antithesis:

The opposing side is for standardized testing because many believe that giving these tests to students will show what they know, and that tests have a positive impact on the students. Standardized test show their basic skills, making sure they master them and that the student has met the academic requirements. My opponent on this issue believe that teachers and administrators might otherwise cheat and alter students’ grades. They also believe that teachers’ own class/homework grade are not an alternative to the standardized tests because they are unreliable and too subjective.

From the opposing quote:

“Standardized tests are not narrowing the curriculum, rather they are focusing it on important basic skills all students need to master. According to a study in the Oct. 28, 2005, issue of the peer-reviewed Education Policy Analysis Archives, teachers in four Minnesota school districts said standardized testing had a positive impact, improving the quality of the curriculum while raising student achievement.”
-Stuart S. Yeh, "Limiting the Unintended Consequences of High-Stakes Testing" (204 KB), Education Policy Analysis Archives, Oct. 28, 2005. 

Synthesis:

Both side of the standardized testing debate can agree that students should know basic skills. Another point both sides can agree on is that there are valid studies that support our sides, so we each have data to prove our points about the negative and positive effects of testing.

A way to move beyond this argument is to imagine another way to asses students. One idea for alternative testing is having students create a project that includes a sample of basic skills, including English, Reading, Math and Science. A student can choose the topic they want to research and take materials that they will need to bring this project to life. Another solution is to have a small oral test along with paper testing. Adding the oral test, however, means the written test will have to be shorter. In order to share my synthesis I would get a group of supporters of this argument and talk with the test-makers, organizers, school council, or alderman to propose my idea. My goal would be to show them that if we approach testing in a different way, the students will benefit and school officials and government will still have an assessment of what they’re learning. It will be a win, situation for both sides. Thinking about this synthesis has transformed my point-of-view from instead of wanting to get rid of testing altogether, I realized there can be an alternative that won’t make students stressed out and satisfy education leaders.

Questions I have for the Opposition:

1. What happens to the students who can’t meet the standardized test requirements?
2. How does sitting in a chair for hours have a positive outcome, especially with elementary kids?
3. You say peer-review is very helpful, but how does peer-review help a student in an individual test?
4. Why does our world have to be based on tests?

Questions the opposition might have for me:

1. People say that the government doesn't spend as much money on education as it should, so what can you say about buying and making these new tests for students? 
2. Why do we need empathy, courage and compassion, when this world is based on academics and how smart you are? Clearly, tests are important.
3. Can grades that aren’t from standardized test even be trusted? Can we trust that the student got that grade without extra credit?

Bolton, Jori. “Here's Why We Don't Need Standardized Tests.” Education Week. July 8, 2014. Web. March 16, 2016. “Is the Use of Standardized Tests Improving Education in America?” ProCon.org. Web. March 16, 2016.

Schools Amendment

In our second unit of the course Argument, we studied the checks and balances in the U.S. Constitution and the Dred Scott supreme court case. We also had many discussions on how the Constitution affects us now and what issues are going on in our world. We also studied inductive and deductive reasoning, valid and invalid arguments, sound argument and unsound argument. We learned about logical fallacies, including Black & White, No True Scotsman, Ad Hominem, Straw Man, Authority. For our action project, we had to read the school’s Code of Conduct and address a flaw, injustice or rule that could be improved or added. Once we chose one, we made our own amendment to it. I chose a part in the Code of Conduct about after-school activities where it doesn’t say that students must leave campus by 5:00 p.m. In the Code of Conduct it just says that students are allowed to stay after school. During this project I had difficulties recreating my argument in the way that gets my point across, but I learned how to craft a formal argument.

                   Nyan Lin Cho. Singapore Parkour Free Running | JC Boy Late for School. 2013.

The GCE Code of Conduct states, “Students are subject to conditions of the Code of Conduct while attending and participating in after-school student activities and events. Regulations outlined in the Code of Conduct apply at all after-school activities and events. Students waiting for a ride should meet their ride at the school's designated student drop-off/pick-up location. If the Director or school personnel determines that the student's presence at any after-school activity creates a continuing danger to persons or property or creates an ongoing threat of disruption, the student may be removed from the activity immediately.” This rule is unjust because it doesn’t provide a time where students have to leave campus and when the activities are over, yet every day students are told that they have to leave campus by 5:00 p.m. Some students are able to leave right away because they take public transportation, but others wait for rides. Sometime parents run late or there are delays in travel. I disagree with students having to leave at 5:00 p.m because what if the student doesn’t feel comfortable going out wandering the street until they get picked up, especially when it’s winter and it’s very cold. This rule doesn't specify what time students have to leave campus, so staff should not tell students to leave when there is not a policy saying these students must leave school.

As it is currently written in the Code of Conduct, the rule is:

    P1: Students are expected to follow the GCE Code of Conduct during school hours.

    P2: GCE offers after-school activities to students each school day.

    P3: Some students participate in after-school activities and events.

    C: Students can remain on campus after school for activities and events, if they follow the GCE       Code of Conduct.

This rule should not apply when students don’t have an option and need a familiar, safe place to stay, when waiting for a ride, which is not an after-school event or activity. Students should be able to stay on campus for a reasonable time if they need to, especially if they are waiting for transportation, studying, doing homework, participating in after-school clubs or have meetings. If students are on campus and following the CoC, they should not be told to leave just because it’s 5:00 p.m. This is not in the current CoC and should be extended (and made clear) for students who require extra time after school.

I have proposed an amendment to the current rule, which is written as a formal argument below:

    P1:Some GCE students don’t have internet access once they leave school.

    P2: Some students need a safe and familiar location to be picked up by parents/guardians, who cannot always arrive before 5:00 p.m.

    P3: Some students have meetings, sports and clubs after-school.

    C: When following all of the rules, students should be allowed to remain on campus daily past 5:00 p.m.

Something similar to my amendment is like a situation where someone is singing for a long time in a recording studio. The conditions are warm temperature, no wind and proper treatment for singing. Then the owner of the recording studio asks that person to leave right when they finish instead of giving the performer the chance to cool down their vocal chords and physically prepare their warm body to face the outside temperature. If the singer doesn’t take that precaution they can be negative consequences.

In result of my amendment life will change at GCE Lab School by allowing students to stay at school for a reasonable time like 7:00 p.m. Students would not be told they have to leave and they can stay to do whatever they need to do that will help them in school. Also they can wait until their parents/guardians pick them up so they won’t have to go somewhere alone and unfamiliar.

My amendment relates to the first amendment of the U.S. Constitution the most because the first amendment allows the public to protest peacefully about something they don’t agree with and prohibits the government to interfere. In terms of the CoC we students are protesting to improve this rule, so many of us can benefit from it. Also so the Code of COnduct will be more clear, there won’t be any contradictions to it and if a student stays past 5pm, they are not breaking the CoC. My amendment demonstrates true citizenship by following the obligations and duties that the Code of Conduct requires.

As I propose this change to the Code of Conduct, I have students agreeing with me. For example a classmate said"

“I agree highly with this idea/revision, because I have been, many times, kicked out and had to tell my parents last minute to pick me somewhere else. Also, I can see how maybe the fact that their is no one watching us from the staff, but I believe we are old enough to take responsibility for our actions.” - NVA

I believe that the the administration should revise this rule. Implementing this rule will show students that they have a voice in creating school rules. Also it will create a better environment for students. It can also improve students’ grades because they will have time to do work and get feedback. Another thing is that not all staff leaves at 5:00 p.m, so when the last staff leaves then students can leave too. I am asking that if the staff also follow what is in the Code of Conduct and not add anything or do anything that is not mentioned.

    P1: Students will be able to finish their hw before they go home.

    P2: Students will be able to stay in a safe place until their parents pick them up.P3: Students will be able to enjoy their after-school activities without worrying that they have to leave early.

Acapella

In the first unit of the course Argument, we studied the Declaration of Independence, we broke it down to understand, we made mini arguments and we discuss what happens in the republican and democratic debates. We also looked at photographs with no people for the reason that the space has a historical moment, whereas there was a protest, gun shot, etc. For our action project we were assigned to make a declaration of our choosing. I decided to make a declaration about having an Acapella third period class because I like acapella and I like many acapella groups. During this action project I had difficulty coming up with an idea to pursue and structuring the declaration to make it flow. I learned that making a third period is harder than I thought because there are many details that go into it and making the structure of the third period is crucial so there is guidance.

We should have an Acapella third period class because it will let students explore their tones of voices and what their voice can do. They will discover new ways of singing, their true voices and will learn how to harmonize with other groups. Working together is the key to a successful acapella group.
The purpose of school is to learn new things and to expand our knowledge of previous things. To explore new things and find out what you are good and what might possibly be you career. In our new space at GCE Lab School, there will be a recording studio and we will have the chance to experience how to record. School also helps us grow, find our voice and help us be independent. Some of the rights that we have is the Right to explore different things, Right to express your ideas, Right to experience something new, Right to network with professionals and many more.

The guiding question I will pursue Is Acapella part of Music or separate? Why? I think that student should have a chance to explore something new. We have a club after school, but I think that many students are shy to participate so having them take a class will push them to discover something about himself and something different than doing kareoke because in Acapella everything is done by one's voice. My desire outcome of this third period is for students to feel that they learned something new about themself, make new friends, find something in common with other people they didn’t think they had and over all they appreciate acapella and music.In order to make this possible I will need a teacher who is passionate about music and that will help students find a voice. I will need students who are interested in it or are willing to give it a chance. I will need people who think or can beatbox. People who have some kind of knowledge in music to help out others and help with arrangements. I will need some speakers to play some examples of song from acapella groups. Maybe we can do a partnership with an acapella teacher, and acapella academy or a local/ any acapella group.

KIS. Triple Diagram. 2016.

We should have an acapella third period class that allows students to explore different sides of music and different genres. Having this class will will give them a different point of view of music and they will see music differently in general.