Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87 (3), 659-701.
The article begins through acknowledging that extensive research indicates that students who take standardized tests often outperformed students in a non-testing learning conditions such a restudying, practice, filler activities, among others. The present research intended to provide an evidence-based meta-analysis that is a comprehensive assessment of the circumstances where standardized testing enhances or inhibit learning. The article is a meta-analysis that examines the effects of practice tests versus the non-testing learning conditions in two groups of students that utilize one or the other. The research questions included “what are the learning effects of taking a practice test compared with other learning conditions? And do various features of practice tests foster different learning benefits on a final test? The results of the research reveal that standardized tests are more beneficial to learning compared to non-testing conditions such as restudying. The findings from the study may guide the use of standardized testing in addition to facilitating further research in the area while informing not only the students and the educators but also the policymakers. The paper was published in the Review of Educational Research, a popular journal in educational issues not only in the USA but across the globe. Since the study focuses on comparing the learning outcomes when practice testing is applied versus in other learning conditions, it directly supports the agenda of the current topic.
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Bakken, L., Brown, N., & Downing, B. (2016). Early Childhood Education: The long-term benefits. Journal of Research in Childhood Education, 31 (2), 255-269.
The research focused on the long-term advantages of quality childhood education. The paper concentrated on substantiating the positive long-term outcomes showcased by children from economically disadvantaged communities who have the opportunity to receive quality early childhood education. The research was a longitudinal study in which children from the quality pre-school program were followed throughout their school years to determine and quantify the effects of the program. The research question was whether children from a quality pre-school program had higher academic skills, social skills, and positive attitude compared to a control group. The longitudinal study began in 2007, and participants eligible for the study were students who had attended and participated in The Opportunity Project (TOP) program. The children from the program were followed and matched with a like control sample from kindergarten to 4th grade. The standardized tests for the 3rd and 4th grades were used to quantify the educational outcomes. The results indicate that TOP students were identified for special education earlier, besides, illustrating more appropriate behavior compared to their counterparts. The paper was published in the Journal of Research in Childhood Education, a renowned publication focusing on pre-school curriculum and educational outcomes. The research paper applies to the topic under review since it pinpoints the advantages of quality childhood education and as such, validating the use of standardized testing if it assures quality.
Benjamin, A. S., & Pashler, H., (2015). The value of standardized testing: A perspective from cognitive psychology. Policy Insights from the Behavioral and Brain Sciences, 2 (1), 13-23.
The authors acknowledge that in the past two decades, there has been an evident push towards standardization of education in the USA. The article refers to the bipartisan support of the Common Core, a curriculum development strategy as an instance of standardization activism. The purpose of this particular article was to review extensive evidence from recent studies in psychology that show standardized tests are capable and continue to produce direct and indirect educational benefits. The researchers intended to reduce the criticism that the concept of standardized tests faces in the current society. The article is a literature review that focuses on psychology literature that illustrates the benefits of standardized tests. The report asserts that testing is crucial since it assists a student to faithfully reflect on the knowledge and the skills that he or she has acquired and as such revels what the student does and does not know, improves memory, improve inference and transfer in addition to reducing interference. The article was published in the Policy Insights from the Behavioral and Brain Sciences, a renowned journal, particularly in informing policymakers. The content of the piece directly supports the development of the topic since it illustrates the pros of standardized testing as grounded in cognitive psychology.
Kaukab, S. R., & Mehrunnisa, S. (2016). History and evolution of standardized testing-A literature review. International Journal of Research, 4 (5), 126-132.
The purpose of this particular research paper is to provide the history and the evolution of the contemporary standardized testing in addition to giving the importance, advantages, and disadvantages of standardized testing. The article is a meta-analysis of previous research on the concept of standardized testing. The report asserts that standardized testing is essential since they are objective as such, ensuring that schools fulfill the prescribed state and national standards, facilitating a competitive educational environment. However, the article insists that standardized tests should not be used for deciding the quality of education. The paper suggests the teaching and learning and subsequently testing should be grounded on Bloom's Taxonomy that provides for inclusive and all-around teaching and learning that focuses on cognitive, affective, and psychomotor domains. The paper can be used not only to inform policies but also for future research on how to effectively apply standardized testing to ensure quality education not only in the USA and other developed economies but also across the developing societies. The research paper was published in the International Journal of Research, a popular peer-reviewed publication, which, to no small extent, provides for the validity and reliability of the research. The article applies to the present study since it focuses on the history and the evolution of standardized testing in addition to providing the pros and cons of the technique in learning outcomes.
Styron, J. L., & Styron, R. A. (2012). Teaching to test: A controversial issue in quantitative measurement. Systematics, and Informatics, 10 (5), 22-25.
The purpose of this particular article was to illustrate a research-based analysis of the benefits and disadvantages of concentrating the curriculum and by extension, pedagogical decisions on mastery of skills and concepts that are assessed by standardized tests. Grounded on the current testing systems applied in schools, the article showcases the pros and cons of "teaching to test." The research paper is a literature review that examines previous research that concentrated on standardized testing in schools in addition to policy implications such as the No Child Left Behind Act. The results of the study assert that the current research is essentially inconclusive with no visible indication of whether or not there are advantages or disadvantages to the idea of teaching for testing. Therefore, the research paper encourages further research in the area, which will allow for a definite conclusion on whether standardized testing is effective in improving educational outcomes. The authors of the paper are affiliated to two public institutions of higher learning in the USA, the University of South Alabama, and The University of South Mississippi. Additionally, the paper was published in the Systematics, Cybernetics, and Informatics Journal, which concentrates in shading light on various issues associated with the technology advances of the 21st century. The article supports the current research since it pinpoints the strengths and the weaknesses associated with teaching to test with a focus on the effect of the practice in the quality of education.
Justification for Topic: Effects of Standardized Testing in Early Childhood Education
Education and its associated outcomes is a source of concern not only in the USA but across the globe. Since years from birth to age five are critical in developing the foundations for thinking, behaving and emotional well-being, there is increasing evidence that quality early childhood education is vital for positive long-term educational outcomes (Bakken, Brown, & Downing, 2016) . In recent years, policymakers in the USA have concentrated in the regularization of educational standard in a bid to overcome the poor educational outcomes. These new policies focus mainly on the standardization of education and as a result, embrace standardized testing. However, the increasing reliance on standardized testing has attracted criticism which to no small extent limits their popularity and their adoption in schools.
On one side of the paradigm, there is sufficient evidence that the tests are vital since they support the development of the memory, increases the ability to transfer and inference while allowing the students and educators to gauge what they know and what they do not know (Benjamin & Pashler, 2015) . On the other hand, standardized testing is criticized since it mainly focuses on cognitive dimensions while ignoring many other qualities that are vital for both short and long-term success of the student (Kaukab & Mehrunnisa, 2016) . Since early childhood education is essential in shaping the long-term educational outcomes of a student, it is necessary for research to illustrate how the application of standardized testing shapes and or limit student learning. The focus on the effects of standardized testing in early childhood education will inform the activities of educators and policymakers alike. Indeed, the conclusions of the study will prescribe the level of standardized testing and how the technique can be effectively applied to ensure it focuses on more than the cognitive dominions through embracing the assessment of other qualities that are necessary for the success of a student.
