FCAT Research Paper

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Roxana Useda ENC 1101 Professor Cash November 30, 2012 Why Trust the FCAT? Have you ever felt when taking the FCAT you are wasting your time? Over the years students have been required to take a test that will evaluate them on how well they do. The FCAT is given to obtain an insight on how much students are learning on three main subjects, science, reading, and math every year. Despite the benefits teachers and schools obtain, standardized testing like the FCAT is not effective in evaluating student’s performance because not all students learn at the same level, they fall under pressure, and they are being taught just for the test which prevents from learning skills that are yet to be learned. Admittedly, the FCAT brings benefits to…show more content…
Unfortunately, the FCAT does not evaluate student’s performance correctly due to students that fall under pressure. The pressure that student’s feel and encounter is also known as test anxiety. According to Channel 7 reporter Erica Rakow’s in the article “FCAT Stresses Students Out, she claims” The responsibility of passing both reading and math portion of the FCAT in 10 grade adds a stressful ambiance to students who really do not want to retake it as a junior (par.2). Rakow also points out “That responsibility includes promotions to the next grade, and future funding for their school. Some students get so worked up about the test they can’t even get through it (par.3). Even though the article “Standardized Tests” states that “testing is a normal and expected way of assessing what students have learned and the vast majority of students do not exhibit stress and have positive attitudes towards taking a standardized test like the FCAT,” (par.10). J. Lang Wood, author of many short stories and author of“Negative Effects of the FCAT” begs to differ. According to Lang Wood she claims students are exposed to a “climate of continuous stress” (par. 2). Instead of searching for a better educational environment, students look for better tests numbers. Lang Wood goes on by stating “Students can easily become discouraged and negative about education in general, which affects their learning ability” (par. 2). In addition to what Lang Wood believes, Stephens claims, students who are taking the test suffer from stress in result of worrying about passing it. Stephens points out “negative results more often than not yield low-self-esteem, higher incidents of seclusion and lower academic progress. Children who pass the test are just happy to be done with it and really do not gain sense of achievement” (par.4). It is clear that the pressure and anxiety

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