S. Civil War" (1999, p. 35).
Conclusion
The research showed high stakes standardized testing approaches are becoming increasingly commonplace in the nation's schools, and the outcome of these testing regimens has enormous implications for the students involved, as well as for their teachers and schools. The research also showed that by formulating standards to match these standardized tests, teachers run the risk of "teaching to the test" rather than providing their students with the type of education that is needed in the 21st century. While they are more complex and difficult to administer, the research also showed that portfolios and other assessment techniques such as capstone projects provide a more comprehensive and accurate way to determine how well students are learning and where they may need help.
References
Blasi, M. (2005). Standardized...
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OCR recognizes that colleges and universities are under a lot of legal and political pressure to stop using racial and ethnic factors in admission," Clegg commented. "[In response,] the agency wants to intimidate colleges and universities to continue using these preferences." (Black Issues in Higher Education, 1999) The National Association of Scholars, while raising doubts about the reasoning behind the OCR document titled "Nondiscrimination in High-Stakes Testing," pointed to what it
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