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 comb!ined 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 achievem
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. 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 calculatio! 3) LeBold, William K. 1997. Women in Engineering and Science: An Undergraduate 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. programming courses that high school and college-bound women take compared to their male peers (Lebold, 1987)." *http://www.onlineethics.com/text/ecsel
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Approximate Word count = 1247
Approximate Pages = 5 (250 words per page double spaced)
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