Negative Aspects of the SAT

The sit requirement should be exclusively phased out from the college door. The sit has been used as the primary means of assessing scholars. The sit is commercially published sieve that contain a number of items and permit a uniform procedure for administration and scoring. The problem with the increase in SAT is that the testings presend many challenging obstacles for students and teachers.The message beingness sent to students is that the only thing that matters in their whole educational experience is their test come to. Rather than attacking the root problem of academic failure, attention is being focused on comparing scores among schools. Fratt (p. 17) found that 62 percentage of the states in which the SAT exams pitch been adopted to assess the students abilities absorb experient a high and continuously increasing drop out rate.The high-scoring schools survive models, and the unhopeful-scoring schools ar seen failure (). As test scores be relied on for importa nt educational decisions much(prenominal) as college admission, questions need to be raised(a) rough the validity of the SAT.Negative Aspects of SATThe SAT provides worthwhile information, exclusively lacks realism and undermines the educational process. The U.S. is the only nation that relies upon SAT for college admission. Countries such as Europe and Asia use essays, oral exams and exhibit of students work. These opinion paces tend to measure students acquisitions and knowledge in a more meaningful way including high-order thought and problem-solving skills, whereas the SAT tend to focus on concrete, isolated skills (Black & Duhon, p. 90-98).An assumption of the SAT is that if a student is able to perform a skill in the test, he or she is able to perform that same skill in his or her proclaim work. For example, if a student wad perform de-contextualized redact on a SAT exam, he or she will be able to edit his or her own work.The SAT tends to focus on isolated skills, e ncourage funky-level comprehension, rely only on multiple-choice formats, and produce scores at times that are not utile in planning instruction. Students are not involved in their own assessment.Labels may cause educators or parents to inappropriately alter the treatment towards these children. Children who ask for depleted scores usually are placed in special classes wher the computer programme involves drill and skill worksheets. They fail to learn what their advantages peers are learning. naturalise soulnel often have disgrace expectations for students placed in lower tracts or remedial classes due to low-test scores. These children are more likely to bid an inferior education and they do not get admission in good colleges (Buell & Kralovec, p. 17-18).Using test results plunder be harmful to students receiving low scores as well as high scores. The SAT exams are used to identify the academically gifted and talented. Children identified as such as usually given additi onal material and resources in school. The students who score high on standardized tests show stress-related symptoms and a fear of failure. This heartbreaking emphasis on scores can devalue teacher apprehension and seriously affect a students self-esteem. Test-induced stress can lead to increased anxiety in all students. Low acting students especially feel that they have already failed, and the test just adds to their feelings of low self-worth.The greatest disservice a formal test can have on a student is the depletion of a students self-esteem. Students encompass themselves as failures when they receive labels such as behind, at-risk, immature, and remedial. Children who do poorly on tests tend to feel poorly about themselves and possess negative images. When students are labeled slow learners because of the SAT exams, their educational opportunity becomes narrowed and unchallenged. These students begin a lifetime of drill and skill worksheets. High portions of these students come from minority groups or special classes. Every test reflects the background of the people who construct the test, who are mostly white, upper to gist class professionals. Most of the experiences they are questioning come from their background passing out the background of many of the potential test-takers (Heriot & Wonnell, p. 467-483).The SAT exams are in any case biased in favor of English-fluent pupils only. Many limited English adept (LEP) students are improperly assessed and decisions about their placement are made incorrectly. wording dominance seems to have a negative effect for students of different pagan backgrounds, and non-English speaking students have trouble with interpretations of test language. Tests are written with multifactorial grammar and oftentimes are hard to understand.As test results are shown, students who are more likely to fail include the disproportionately poor and African American students, which undermine the mission of offering all stude nts an opportunity to learn. Children from low income and minority groups are often harmed for life because of low test scores. The curriculum is dumbed-down for these students because the educators feel they cannot handle the regular curriculum. This leads to a boring curriculum for these students (Stahlman, p. 242). genteel rights and parent advocacy groups are challenging that these tests penalize minority and at-risk students who have been short changed education. African Americans and Latinos are usually forced into the bottom tracks only based on their low test scores.An some other negative stir to low-income students is the fact they have not had some of the experience as other students. If children come from affluent families and stimulus-rich environments, they are more apt to score high on the SAT exams. On of the chief reasons that a students socioeconomic status is highly correlated to scores on the SAT exams and college admission is because many questions on the test s measure what is learned outside of school. some(a) students are offered more experiences than others, thus affecting their scores (Ullman, p. 18).Conclusion sagaciousness is needed in the public schools that benefit all students and focus on improving learning instead of ranking and labeling students into specific categories. The SAT exams are not perfect or absolute measures of what individual students can or cannot do. For instance, paper-and-pencil tests give teacher only part of the picture of a students strengths and weaknesses. A students scores on a particular test may also vary from day to day, depending on whether the student guesses, received clear directions, follows the directly carefully, takes the test seriously, and is comfortable in taking the test.School personnel must not limit assessment to the SAT exams or allow them to dominate the assessment. Assessment is definitely 2-dimensional and must take into consideration multiple measures to evaluate a persons full capabilities. Without a more inclusive assessment process, those who can contribute to and benefit from society will be forever excluded from the opportunities to do so. The researcher after reviewing the literature that has been published in past and that has been discussed in this paper that the SAT requirement to get admission in a college should be phased out in order to make the process of college admission fair and transparent.Works CitedBlack, H. T. & Duhon, D. L. Evaluating and improving student achievement in melody programs The effective use of standardized assessment tests. Journal of Education for Business, 79 (2) (2003), 90-98.Buell, J., & Kralovec, E. High-stakes testing, homework, and the gaming system. Humanist, 65 (3) (2005), 17-18.Fratt, L. Graduation exams under the microscope. District Administration, 41 (4) (2005), 17. Retrieved may 17, 2007, http//www.districtadministration.com/page.cfm?p=1052.Heriot, G. L. & Wonnell, C. T. Standardized tests under the magnif ying glass A defense of the LSAT against new-made charges of bias. Texas Review of Law and Politics, 7 (2) (2003), 467-483. Stahlman, R. Standardized tests A teachers perspective. Childhood Education, 81(4) (2005), 242.Ullman, E. field of battle High-stakes tests have no effect on achievement. District Administration, 41 (11) (2005), 18.