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Anna Minier

Professor Hellmers

English 1201

17 November 2019

Annotated Bibliography

My research paper will attempt to discover and answer the negative outcomes in standardized

testing and what factors impact the students learning. I would like to research if there can be a

variety of tests to help the student’s outcome, instead of having one generalized test? Also, if test

anxiety and stress can be one of the factors for a negative outcome? Next, if teachers or public

schools focus more on the students doing well on the tests rather than actually understanding the

concept and using it in the real world? Are there any there any other factors that can affect the

student’s testing performance? Lastly, What are differently aspects that can help improve the

students abilities for having a positive result for standardized testing?

Chappelear, T. C. “Teachers' Perceptions of High School Principal's Monitoring Student

Progress and the Relationship to Student Achievement in Southeastern Ohio.” Journal of

Education Research & Policy Studies, vol. 4, no. 1, 2004, pp. 75–95.,

doi:10.33915/etd.3097.

“Teachers’ Perceptions of High School Principal’s Monitoring Student Progress and the

Relationship to student Achievement in Southeastern Ohio” preformed a study to observe

whether the relationship with the teacher and student of monitoring their progress would

help or not. The article explains after reviewing ANOVA from the study this shows that

teachers and their relationship with their student and monitoring them can affect them
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positively and impact student achievement through their behavior effectively. The purpose

of the article is to express the idea that teachers caring about their students and making sure

they are thriving will help the student overall positively and improve their achievement.

This source is credible because the article was posted to Journal of Education Research &

Policy Studies, it had a publication date, an author, references listed for support. I would

use this research to tie in my question about teachers focusing on teaching them for doing

well on the tests not for real world situations. If relationship in teachers and students

improve this could help with testing results for the student.

Fletcher, Matthew. “I. The Legal Fiction of Standardized Testing.” Law & Inequality , vol. 21,

no. 2, 2003, pp. 397–414., doi:10.1515/9781400855766.1.

“The Legal Fiction of Standardized Testing” was to present personal experiences of students

taking scholarly testing for Law school admissions. The personal stories are used to explain and

demonstrate uncertainty of the effectiveness of taking these scholarly tests. Also, this examines

the necessity for requiring these scholarly testing to achieve their higher education from looking

at the students experiences with studying before the test and how felt during and after. After the

review of student’s testing experiences, the development of test anxiety, and stress before and

during the test tend to alter the outcomes and confidence of students. Fletcher’s purpose in

writing the article was to demonstrate the doubt of standardized testing from the observation of

each students experience and outcome of taking the scholarly test. The audience for this piece is

other students that go through the same experiences and also the test holders of the organization

of scholarly testing. For when and where the article was written is essential because this showed

many of the different kind of schooling, which is Law admission, that require the scholarly
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testing and what the students go through. The writer is Matthew Fletcher and I know the author

is credible because there are many other different articles by him in the same journal of law and

most of the articles of the subject of law are by him. I know the source is reliable because I

discovered the article in Sinclair Community College library database. Also, there is an author

with date, journal it was published, and resources listed by the author. I will use the source listed

to prove my position on my topic for research paper that standardized testing is not a good thing

to require for every student to take and overall use this to generalize each student to see what

they can do. Specifically, I will be using this source to prove from the student’s personal

experiences that the stress and develop of test anxiety can cause different outcomes of tests to

impact the student’s ability to do their best on the test. Also, this is why there should not be a test

to generalize everyone if they are not able to do their best from the effects.

Garrison, Mark J. Measure of Failure: The Political Origins of Standardized Testing. SUNY

Press: State University of New York Press, 2009. Accessed 15 Nov. 2019.

“Measure of Failure: The Political Origins of Standardized Testing” is used to analyze the

development of standardized testing and overall discovering the answer to “How did

standardized testing become measure of performance in our public schools”? Garrison

went along to explain that interest along with the performance value are used for

measurement for standardized testing with also the continuation of inequality in society.

Later, he implied the suggestion of change and restructuring of standardized testing that

will overall remove the measure of someone’s value and alter future education. Garrison’s

purpose is to overall try to answer the question listed above and explain what can be

changed so people are not judged on value by how well they do on the generalized test. I
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think the audience are for test holders to explain what is created by taking these

generalized tests and what they could maybe restructure to improve quality and outcome

overall. Also, I think for students that are interested in the topic because it was important

that the article was posted by press of a university in New York. The writer is Mark

Garrison and he is credible because was a part of the SUNY Press from the university, also

this was associated with the Sinclair Community College database, and listed with many

other references. I will use this source in particular into how they can improve the structure

of testing to improve future education and get rid of measurement of value of a person

from standardized testing to help overall quality.

James Popham. “Interview” John Tulenko, Frontline: WGBH educational foundation. 25 April

2001. Accessed 15 Nov. 2019.

This “Interview” performed by Tulenko get the perspective of a professor that was

formerly a test maker and his take on standardized testing. With a series of questions, they

discuss the correct use and misusage of standardized testing. The professor, James Popham,

mainly explains how standardized testing are not accurate measurements of school quality.

Along with this he goes on to acknowledge that mostly that the preoccupation was mainly

focused on helping students preform well on the test not so teaching the kids and helping them

learn the material. Mostly, he discussed the mistakes and lack of public policy that fail to help

students with testing. The purpose of the interview is to get a teacher’s point of view about

standardized testing. The audience of this interview would be students, public school policies

with testing, and teachers. This source is reliable along with author because it is posted on actual

qualified website, PBS. They also list the professors full name with where he teaches at and the

date and full name of interviewer. This interview will help me provide and support other effects
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that can impact a student from a teachers point of view, along with insufficient public school

policies for testing.

Kearns, Laura-Lee. “High-Stakes Standardized Testing & Marginalized Youth: An Examination

of the Impact on Those Who Fail” Canadian Journal of Education, vol. 34, no. 2. 2011,

pp. 112-130.

“High-Stakes Standardized Testing & Marginalized Youth: An Examination of the

Impact on those who Fail” was a study to inspect and interview kids that have failed the Ontario

standardized literacy test and the impact of high-stake testing was for them. Most of kids felt

shame and other emotions caused by the testing mechanisms. The results of study find that the

broadening of high-stakes standardized literacy testing is necessary for the impact and its effects.

The purpose of the article is to explain the impact of high-stakes testing is more problematic than

the educators realize. The audience would be the policy makers and educators to inform them the

impact the testing has on the students. This is important with where it was published because it

was published to the Canadian Journal of Education, to inform the educators about the problem.

This source would be credible because it was posted by official journal of Canadian education

and there are many different references listed along with author and date. This source would

provide information from a different countries point of view along with the kids and the impact it

had on them personally after the test.

Maranto, Julie Hisey. “The Effect of Standardized Testing on Historical Literacy and

Educational Reform in the U.S.” Academic Leadership Journal in Student Research, vol. 3,

2002, doi:10.4324/9780203900451.
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“The Effect of Standardized Testing on Historical Literacy and Education Reform in the U.S”

provided an informational article about history of U.S education and development of

standardized testing. This supplies information of teaching of certain subjects and which

ones were viewed as more important to focus on and etc. Maranto, also extended the

conversation of standardized testing by talking about score comparison, test design issues,

effects on curriculum and etc. The purpose of this article is to inform the audience which

would be educators and students, the history of education and what was essential to focus

on to thrive in the world, time spent on subjects that alter fate of individuals, comparing

test scores, and talking about test design issues. The source and writer are credible because

the article was posted to the official Academic Leadership Journal in Student Research

with many references listed to support the factual information. The article also had a date

and author. Specifically, this article supplies the historical information of teaching and

subjects, along with discussing the time spend on certain subjects, reviewing test scores

and recognizing the test design issues. The article will help supply factual information for

my topic and extend information over the question of schooling and why the lack of

teaching will lower kids’ outcome for testing also.

McCall-Thomas, Elyse, and Ohemeng, Frank. “Performance management and ‘undesirable’

organizational behavior: Standardized testing in Ontario schools” Canadian Public

Administration, vol. 56, no. 3, 2013, pp. 456-477., doi: 10.1111/capa.12030.

The article, “Performance management and ‘undesirable’ organizational behavior: Standardized

testing in Ontario schools” tests the idea whether performance management systems improve

overall performance assessing efficiency and effectiveness. Performance management in some

ways creates undesirable behaviors which develops poor performance. They examine PM with
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standardized testing for Ontario public schools and adds the debate of testing this with public

sectors of employees. Both of these would generate PM which could affect and cause poor

performance. The purpose of the article is to test and see if performance management can affect

the results of testing and have a toll on students which could develop undesirable behavior. This

source would be considered credible because it was posted to Canadian Public Administration,

with publication date, author, and references listed. I think this information could be a factor into

answering my question of aspects that affect the student of performing poorly on standardized

tests.

Shapiro, Eliza, and Dana Goldstein. “Is the College Cheating Scandal the ‘Final Straw’ for

Standardized Tests?” The New York Times 14 Mar. 2019,

https://www.nytimes.com/2019/03/14/us/sat-act-cheating-college-

admissions.html?searchResultPosition=6. Accessed 15 Nov. 2019.

Print.

“Is the College Cheating Scandal the ‘Final Straw’ for Standardized Tests?” open up the unique

debatable idea that students with learning disabilities along with the allowance of extra time is

cheating because the amount of extra time allowed can majorly improve a student’s score. The

article provides many different opinions about the debatable topic, introducing the factors of test

anxiety leading people to try and do whatever they can to pass, which may include cheating.

Also, they introduce the fact the wealthy families might have something to do with the fact they

can do what they want because they have enough money, so asking for special alterations for

their child to have a better probability of getting the best score they can on the test. The purpose

of the article is to bring attention to the idea of cheating of standardized testing. The audience

would be a wide variety, students, parents, families, teachers, schools, test makers, and etc. The
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article would be credible along with the author because the article was posted on The New York

Times, which is the official news paper site. There is a date, author, links to more info, and

specific names and where they are from. This article brought up a unique idea for my topic and

this can provide more information about learning disabilities, extra time added, test anxiety, and

cheating.

TEDxTalks. “None of the Above – Why Standardized Testing Fails: Bob Sternberg at

TEDxOStateU.” YouTube, commentary by Bob Sternberg, 3 Dec, 2012,

https://www.youtube.com/watch?v=otlmKZeNi-U. Accessed 15 Nov. 2019.

Bob Sternberg, the speaker of the video “None of the Above – Why Standardized Testing Fails:

Bob Sternberg at TEDxOStateU” talks about his experience with testing and teacher and how

they only view you a test score. He then compares the view of testing and what people needed to

know to survive in real world from 1900s till now. He came up with a study and developing

different tests for different types of colleges and his results were doubling of scores, he cut ethnic

group differences in half, and separate creative performance rather than memorization and usual

test taking strategies from a standardized test. He developed a program that would increase the

variety of testing compared to standardized testing. The purpose of the video is to explain is

research about the variety of testing and how they increase the outcome of students to perform at

their best. Also, that standardized tests do not teach the students everything they need to know

for the real world and do not measure everyone equally. This source would be considered

credible because it was posted by the official account TEDxtalks. They provide the author,

published date, where the lecture was and who the speaker was. I think this information can back

up my question that using one generalized test to measure everyone’s capable is wrong and that

it should be broadened and have more variety.

TEDxTalks. “What standardized tests don’t measure.” YouTube, commentary by Nikki Adeli, 13

Nov, 2014, https://www.youtube.com/watch?v=woVtj8GH678. Accessed 15 Nov. 2019.

“What standardized tests don’t measure” expressed by Nikki Adeli explains from her personal

experience and what is wrong with standardized testing. She thinks that schools and public

schools are not focusing on their students and more so focusing on teaching them so they do well

for the tests. She provides another association and organization that provided better learning

techniques and takes the time to focus on the student, they also apply better face to face activity.

Along with learning and developing through this organization they help with things in the real

world also. She mainly explains about the changes that should be done for testing and education

for students to prepare for the real world. The purpose of this video is to express the importance

of applying the things they learn in class they should apply to the real world, and scantron’s and

tests do not help to get teenagers ready for the real world. The author and video is credible

because it was posted by the official account TEDxtalks, which is a lector kind of educational

videos. There is a date of publication, title of channel, along with the speaker’s name and where

it had taken place. I think this video could be helpful for my information to expand on the idea of

tests not being able to measure the values of a student or what they can do, also that schools only

focus on teaching for standardized tests and etc. not the majority of real-world situations.

The Room 241 Team. “Do Standardized Tests Accurately Show Students' Abilities?” Portland,

Concordia University Portland , 5 May 2018, education.cu-portland.edu/blog/news/do-

standardized-test-show-an-accurate-view-of-students-abilities/. Accessed 15 Nov. 2019.

There are many people for or not for standardized testing and many are vocal about the pros and

cons of the topic. First, they start off with the history of standardized testing and then get
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into the arguments in favor and arguments against standardized testing. For the arguments

in favor discuss the three major ideas that standardized testing would be benefital which is

the measure of achievement for college readiness, consistent assessment, and teacher

evaluation. The four major ideas that are against the standardized testing is teaching to the

test, questions and answers, too many tests, and other performance measurements. The

writer’s purpose is to express the ideas of standardized testing and listing the opinions of

standardized testing from both sides. The audience would be students, teachers, and

educators. This source would be considered credible because the article was posted on a

university’s website, they offer you more articles that are similar to topic for more info,

they have author, and date it was published. I will be using this information to look from

both sides of the debatable topic and also extend on the answers of why standardized

testing is bad, especially with the ideas of teaching to the test, other performance

measurements and etc.