Does the language in standardized testing directed at a cultural or diverse group, limit their performance on standardized testing.
Running Head: Literature Review
Assignment #2
A Literature Review on the Topic of Understanding the impact of standardized testing and its relationship to an achievement gap within a culturally diverse student population.
By
Horace Hargroves
A Paper Presented in Partial Fulfillment
Of the Requirements of
ED7107 - Teaching & Learning with Diverse Populations
Capella University
November 7, 2009
1604 Pine Barren Rd
Bloomingdale Georgia 31302
(912) 748-7526 teachermike15@yahoo.com Instructor: Dr. Marge Tye Zuba
Literature Review
This is a literature review of a cultural or diverse group to determine if their ethnicity, socioeconomic status or cultural backgrounds limit their performance on standardized testing.
Introduction
I want to gain an understanding of the impact of standardized testing and its relationship to an achievement gap within a culturally diverse student population. State standardized tests are given to ALL students regardless of academic or cultural backgrounds. Standardized tests are required to pass from the 3rd, 5th, grades. These tests are deemed as reflective of knowledge gained to pass but are they? Are standardized tests fair and equal in assessing acquired knowledge for all students regardless of ethnicity, socioeconomic status, or cultural backgrounds? To determine why we have an achievement gap in education between minority and majority cultures in inner city schools we should look at the testing they are required to take. How can an accurate picture of acquired knowledge be had from a test with predetermined suppositions of language skills gained regardless of a socially or ethnically diverse population?
Objectives 1
The following objectives I have selected are going to support my educational goals. Here is a list of two that I will focus on
I will develop a program that will address the question of cultural inequality for students of ethnically
Assignment #2
A Literature Review on the Topic of Understanding the impact of standardized testing and its relationship to an achievement gap within a culturally diverse student population.
By
Horace Hargroves
A Paper Presented in Partial Fulfillment
Of the Requirements of
ED7107 - Teaching & Learning with Diverse Populations
Capella University
November 7, 2009
1604 Pine Barren Rd
Bloomingdale Georgia 31302
(912) 748-7526 teachermike15@yahoo.com Instructor: Dr. Marge Tye Zuba
Literature Review
This is a literature review of a cultural or diverse group to determine if their ethnicity, socioeconomic status or cultural backgrounds limit their performance on standardized testing.
Introduction
I want to gain an understanding of the impact of standardized testing and its relationship to an achievement gap within a culturally diverse student population. State standardized tests are given to ALL students regardless of academic or cultural backgrounds. Standardized tests are required to pass from the 3rd, 5th, grades. These tests are deemed as reflective of knowledge gained to pass but are they? Are standardized tests fair and equal in assessing acquired knowledge for all students regardless of ethnicity, socioeconomic status, or cultural backgrounds? To determine why we have an achievement gap in education between minority and majority cultures in inner city schools we should look at the testing they are required to take. How can an accurate picture of acquired knowledge be had from a test with predetermined suppositions of language skills gained regardless of a socially or ethnically diverse population?
Objectives 1
The following objectives I have selected are going to support my educational goals. Here is a list of two that I will focus on
I will develop a program that will address the question of cultural inequality for students of ethnically