Johnson, Arabella

Freshman, College of Liberal Arts and Social Sciences

Major: Art

Minor: French

Honors Course: HON 100: Rhetoric and Critical Inquiry

Faculty: Jennifer Finstrom, Department of Writing, Rhetoric and Discourse

Abstract: The initial goals of state-mandated testing programs were to evaluate and equalize educational opportunities across America. While the accountability systems associated with testing were meant to push schools to improve, the strict consequences ultimately hamper schools’ ability to address the variety of student needs and to explore better practices. This paper examines how the limited nature of testing leaves important subjects and skills neglected in the rush to improve scores, and it critiques testing’s flaws regarding accuracy and usefulness. Ultimately this paper highlights the need for less reliance on test scores when evaluating a school’s performance.

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