The Fairness of Academic Evaluation American students used to pass from grade to grade with few complications. Getting into a college was effortless and acquiring degrees was a piece of cake. In 1983, A Nation at Risk was published and Americans realized how inferior their education systems really were. Due to the decline in test scores in American schools, education standards became much stricter and new intelligence exams were introduced. Presently, standardized testing, such as the Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT), is a mandatory and important part of the college acceptance process.
Although these exams test students on the same topics, genders have proven to be stronger in some fields and weaker in others. Men are typically stronger in mathematical and visual-spatial components, while women are stronger in verbal aspects of the exams. For these reasons, standardized testing is an unfair way of determining one’s intelligence though they are quite fair if combined with grades and activities in the college admissions process. On the surface, the objective measures of today’s standardized tests sound sensible. In theory, they give every student a solid picture of achievement, and an equal opportunity for advancement.
But after years of memorization and drills, what were once intellectually excited and motivated five-year-olds have become bored or grade-obsessed teenagers. Their thrill over accomplishing real tasks and exhibiting real skills is replaced with anxiety over upcoming tests and a concern for high grades. By giving the exams such importance, they are stripping the classrooms of all of the freedom of learning and encouraging the students to focus, not on what they want to learn, but what they have to learn to pass the exams. But isn’t accepting the pitfalls of societal norms a necessary part of growing up? The transition from secondary school to college is an important step, not only to the person making it, but also to a nation committed to the education of its citizens in a technological world. In fact, the United States has one of the highest rates in the world of secondary students who go into higher education and earn college degrees. Taking assessment tests during high school helps students determine their strengths and weaknesses and choose suitable colleges.
As a growing number of international students who attempt to obtain a further education diploma or expand their horizons, has been increasing, it is often the case that they would face various challenges while studying abroad. The main barrier that they have to overcome is “academic learning that consists of strangeness, difference and integration (Teekens, 2006:17, cited in Hyland, 2008). ...
Several organizations are involved in assessing student aptitude or achievement. The College Board, founded in 1900, administers the Advance Placement, ACT, PSAT and SAT exams and these exams are used to judge academic ability and preparedness for college. Approximately ten percent of four year colleges indicate that the SAT and ACT scores are optional for admission. Highly selective colleges may base admissions on formulas in which standardized test scores account for as much as two- thirds of the calculation. Although they do not measure many characteristics necessary for success in college, such as motivation, creativity and persistence, admissions tests are designed to provide a consistent measure across the variety of curricula and opportunities offered in the U. S.
high schools. Women accounted for the majority of test-takers of the SAT, ACT, and Advanced Placement exams in 1996. Women are considerably increasing their performance on these tests but men are as well. Two ways in which men and women taking the college placement tests differ are in their socioeconomic characteristics and the type of class work taken in high school. A larger number of women, approximately sixty percent, from low-income families choose to take college entrance exams. In higher income families, the gender majority was evenly split.
Yes, men's and women's brains are different. But new research upends the old myths about who's good at what. A tour of the ever changing brain THERE WAS SOMETHING SELF-DESTRUCTIVE ABOUT Harvard University President Larry Summers's peach on gender disparities in January. In his first sentence, he said his goal was 'provocation' (rarely a wise strategy at a diversity conference).He called for ' ...
Do course-taking differences account for test score differences among groups? This was believed earlier, as a 1987 National Academy of Sciences report stated that, “The general consensus is that these gender differences in college admission mathematics test scores can be largely accounted for by differences in the amount of mathematics, physical science and computer programming courses that high school and college-bound women take compared to their male peers (Lebold, 1987).” Similar proportions of women and men took honors math and science classes, such as chemistry, biology, trigonometry and calculus. Though men dominate the percentage of students taking physics. An examination of the SAT mathematics test scores for only the students who reported taking the highest level of math (calculus) and science (physics) showed lower on average than men. Among those who took calculus, women averaged 594 and men 631 while among those who took physics, women averaged 542 and men 577. In class, women reported higher grade point averages than men, however, scores persist to be lower on standardized exams. In a comparison of men and women’s performance at the Massachusetts Institute of Technology (MIT), both genders had similar grade point averages but women had higher completion rates than men.
Some believe the GPA similarity is because women major in easier classes, however, all students were required to pass at least eight science courses. Women who score lower than men on standardized tests are expected to perform worse in college but women’s grades are generally as good, or better than men’s (Johnson).
Women have a differing approach to education in general. Throughout primary and secondary school, females show more anxiety than men about beginning their course work and school. According to a study in the Journal of Engineering Education (April 1995),” When students run into math difficulties, men are more likely to credit difficulties to challenges inherent in the subject, while women are more likely to explain failure away.
Men are From Mars, Women are from venus, gender differences in communication "MEN ARE FROM MARS, WOMEN ARE FROM VENUS: GENDER DIFFERENCES IN COMMUNICATION" Men and women typically use different discourse strategies in communication, and, in general, women's linguistic behavior is disadvantageous compared to men's. This paper will attempt to demonstrate this fact, through the many stereotypes ...
Regarding general academic performance, women are more likely to attribute poor performance to lack of ability, while men more often attribute it to lack of hard work or unfair treatment (Dietz).” For this difference in work ethic and academic sentiment, most colleges do not base admission solely on test scores. SAT or ACT scores are only one factor in admissions and poor test scores can be compensated for with good grades and extracurricular activities. The math and science sections may be easier for men, but women are catching up. This minor difference is simply another reason for women to work harder to acquire equality. Since 1960, women have decreased the gap between men’s math and science skills and their own. Men, on the other hand, have a long way to go to catch up to the women’s verbal skills.
Standardized testing is simply another chance for colleges to test one’s preparedness for college. It gives everyone, regardless of gender, race or religion, the chance to be judged on their performance on one exam. If we had a different test for every gender, race and religion everyone would be attending prestigious schools and our education standards would be low, yet again. Having standardized tests allows us to all receive the same questions and requires us to learn the same things. Isn’t that what tests and education are supposed to be about in the first place? Amanda Tenedini 51) Dietz, Jacquelin. A Longitudinal Study of Engineering Student Performance and Retention: Gender Differences in Student Performance and Attitudes.
Online Ethics Center. April 1995 < web >2) Johnson, Elizabeth S. College Women’s Performance in a Math-Science Curriculum. Online Ethics Center. Spring/Summer 1993 < web >3) LeBold, William K. 1997.
Women in Engineering and Science: An Undergraduate Research Perspective. In Linda Dix (Ed. ), Women: Their Under representation and Career Differentials in Science and Engineering, Proceedings of a Workshop. Washington, DC: National Academy Press.