Application of Knowledge Gained From MEd Program

Introduction 

Standardized testing has been considered as one of the fundamental and useful approaches for measuring the success of students at both high and college levels. However, the examination is recognized as one of the most time consuming and stressful approach to education for both teachers and students. In effect, standardized testing is one of the most controversial policies of education in America. The differences arise from the different perceptions that people usually have regarding the effectiveness of standardized testing in schools.  

Part 1

Standardized testing is described as a process through which teachers determine the achievement of students by setting standard exams.  Surprisingly, teachers and students are always against this policy because of its time consuming nature. Standardized testing is associated with anxiety experienced by students and other costs, such as financial and time consuming. Approximately 80% of teachers argue that standardized testing is time consuming and makes it challenging for students and teachers to complete the expected syllabus within a year (Osipian, 2015). They spend too much time preparing and taking standardized exams because it forms the basis for promotion to the next level. Scholars have identified some intervention strategies in an attempt to address this issue. Scholars have identified different types of intervention strategies as a way of measuring the success of students. For instance, playing games is applicable in assessing aspects such as teamwork and creativity. This strategy allows teachers to have adequate time to cover all aspects of the education program. A portfolio-based assessment is also an appropriate approach for helping students to develop a positive attitude towards the classroom. According to Kamenetz (2015), students' portfolio-based method is less time consuming, and it creates an opportunity for ensuring that all aspects of learning progress are tracked.  However, I suggested for diploma network approach as an appropriate strategy for promoting fairness in assessing students. Schools usually have shared programs creating an opportunity for assessing students in areas such as mathematics and applying statistical analysis to evaluate students. Alternatively, education stakeholders can stick to standardized testing and set a limit on the maximum number of tests that students should take.  I worked on the same issue in Capstone because I identified standardized testing as the most controversial problem in the United States. If the item is not solved, there is a possibility that it would spread to other institutions such as the military and record a continued decline in education in America. Consequently, standardized testing has been seen as an area that education stakeholders should address to prevent further problems. It is excellent that I worked on this issue because it provided some insights on applicable strategies for addressing the challenge.

Part II

The research program has created a significant improvement in my research and writing skills.  Before the start of the course, I only focused on addressing an issue based on areas that are directly affecting the research area. However, the course has assisted me in learning the benefits of exploring all the possible factors capable of changing the study area. For example, analyzing an issue at both political, structural, community, and leadership provides a broad understanding of the research area, thus providing a reliable solution. This knowledge will be helpful in the future if subjected to an issue that needs to be researched. 

Part III

As an advice to a new student at Northcentral University, any graduate from the university should demonstrate excellent communication skills and quantitative reasoning abilities. These skills indicate that an individual is in a position to identify a problem and apply creativity in addressing the issue. As a result, students should focus on identifying possible ways and mechanisms that should be used in achieving the set objectives.  The knowledge I acquired from the education learning program at North Central University will be applicable in addressing the issue of standardized testing as experienced in the United States.  For instance, quantitative reasoning skills are appropriate in identifying the problem and researching possible solutions to address the issue associated with standardized testing. Since the problem is diverse, addressing this issue requires excellent communication skills to convince all the education stakeholders on the importance of adopting a particular solution. Evidence-based solutions for addressing educational, institutional, or community problems should adhere and follow stages capable of identifying the issue and available solutions. For example, an evidence-based approach should begin by creating knowledge and distillation as a way through which researchers can identify sources of the problem and available recommendations (Riley et al., 2015). For instance, the issue of standardized testing cannot be addressed unless there is a creation of knowledge and spread that information to different stakeholders. The last stage of the evidence-based strategy is stakeholders for all stakeholders to adopt the philosophy generated through research.  In an attempt to improve student achievement in the classroom, school, or district level, there is a need for developing a roadmap to address the issue that undermines student achievement. Education stakeholders should focus on improving students by creating data and an evidence-based approach in the classroom, school, and district (Close & Kendrick, 2019). At the classroom level, teachers should track and keep records of the progress of students.  School leaders also need to ensure outcome and process data are available for staff and parents in an attempt to monitor the progress of students in academics. This information indicates that school stakeholders are in a position to be useful in guiding the performance of students. 

Conclusion

Research skills are essential for an individual considered to have successfully graduated from Northcentral University. The education pro4gram helps students develop skills capable of identifying a problem and provide recommendable solutions for addressing the issue. As a result, educational, organization, and community issues require evidence and data-driven research to solve the problems successfully.  

References

Close, P., & Kendrick, A. (2019). Developing Specialist Leaders of Education: a research engagement approach. Professional development in education, 45(2), 291-306. Kamenetz, A. (2015). The Test: Why Our Schools are Obsessed with Standardized Testing–But You Don't Have to Be. PublicAffairs. Osipian, A. L. (2015). Global and local: Standardized testing and corruption in admissions to Ukrainian Universities. In Globalization, International Education Policy and Local Policy Formation (pp. 215-234). Springer, Dordrecht. Riley, B. L., Robinson, K. L., Gamble, J., Finegood, D. T., Sheppard, D., Penney, T. L., & Best, A. (2015). Knowledge to action for solving complex problems: insights from a review of nine international cases. Health promotion and chronic disease prevention in Canada: research, policy and practice, 35(3), 47.