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Education Edu 508 week 10 assignment

Education Edu 508 week 10 assignment

For this assignment, you will conduct a literature review. The literature review will consist of five to seven (5-7) articles related to the research topic(standardized test)  you selected in Week 1. These articles should be the same articles you included in your previous assignments(articles attached below): Annotated Bibliography and Literature Matrix. 

you will: 

  1. Identify two to three (2–3) similar key concepts from the articles you read related to your topic.
  2. Compare the different ways the authors explain their findings and results.
  3. List any future research the authors recommended.
  4. Provide a summary of the five to seven (5-7) quantitative and qualitative articles used in the annotated bibliography.
  5. Include the cover page and place under the sources page the articles used to support your writing. The cover page and sources page do not count. 

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Courtney Hopkins

Professor Vance

EDU 508 week 7 Assignment

Strayer University

May 16, 2024

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(Knoester, 1). Standardized testing and school segregation: Like tinder for fire?. Race Ethnicity

and Education, 20(1), 1-14.

This article deals with the harmful effect of high-stakes standardized testing on school

segregation by race and class. It reviews studies on the segregation effects, desegregation

projects after Brown v. Board of Education, and re-segregation due to testing and school choice

policies. The objective group of the intended audience comprises of teachers, policy makers, and

researchers who are keen on the connection between the standardized testing and the social

inequality (Knoester, 1). It is in accordance with the research topic by focusing on the fact that

standardized testing can be the reason of the uneven opportunities in education (Himelfarb, 2). A

primer on standardized testing: History, measurement, classical test theory, item response theory,

and equating. Journal of Chiropractic Education, 33(2), 151-163.

This article is a complete survey of standardized testing, which includes its history, the

ways of measuring it, classical test theory, item response theory (IRT), and equating. It goes for

health science teachers and researchers who are looking for a basic knowledge of the testing

concepts (Himelfarb, 2). Its significance is the fact that it provides a view on the testing methods

that influence the design and evaluation of standardized tests thus connecting back to the

research topic which is mainly on the analysis of standardized tests (Wai, 3). Using standardized

test scores to include general cognitive ability in education research and policy. Journal of

Intelligence, 6(3), 37.

This article stresses the importance of the use of general cognitive ability (g) in the

education research and policy, using standardized test scores as the proxy for g. It is aimed at the

general audience that is involved in the education policy and research and asks them to have a

more sophisticated understanding of the role of cognitive abilities in the educational outcomes.

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This work goes on directly to the research topic by emphasizing the importance of cognitive

factors in standardized testing and their effect on the educational system (Polleck, 4). Common

Core standards and their impact on standardized test design. A New York case study. High

School Journal, 101(1), 1-26.

The article is about the effects of the Common Core standards on standardized test design

thus, the author is analyzing changes in the content of testing and the consequences of these

changes for students and teachers. It is for the teachers, policy makers, and researchers who are

concerned with the curriculum alignment and the testing outcomes (Polleck, 4). The importance

of this article is in the fact that it can be used to show how policy changes, such as the Common

Core, affect the standardized testing, which is related to the research topic of the standardized

test trends and developments (Westphal, 5). Unraveling the relationship between teacher-

assigned grades, student personality, and standardized test scores. Frontiers in Psychology, 12,

627440.

The study is looking into the connection between teacher grades, student personality

traits, and standardized test scores with the emphasis on conscientiousness and its effect on

academic achievement. It is for the educators, psychologists, and researchers who are into the

areas of student assessment and performance (Westphal, 5). It is in accordance with the research

topic that examines the factors that determine the test scores and grades and hence contributes to

the deeper understanding of standardized testing results in the educational environment.

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References

1. Knoester, M., & Au, W. (2017). Standardized testing and school segregation: Like

tinder for fire?. Race Ethnicity and Education, 20(1), 1-14.

2. Himelfarb, I. (2019). A primer on standardized testing: History, measurement,

classical test theory, item response theory, and equating. Journal of Chiropractic

Education, 33(2), 151-163.

3. Wai, J., Brown, M. I., & Chabris, C. F. (2018). Using standardized test scores to

include general cognitive ability in education research and policy. Journal of

Intelligence, 6(3), 37.

4. Polleck, J. N., & Jeffery, J. V. (2017). Common Core standards and their impact on

standardized test design: A New York case study. High School Journal, 101(1), 1-

26.

5. Westphal, A., Vock, M., & Kretschmann, J. (2021). Unraveling the relationship

between teacher-assigned grades, student personality, and standardized test scores.

Frontiers in Psychology, 12, 627440.