PHIL210 CRITICAL THINKING -ASSIGNMENT 1.1 CONFLICTING VIEWPOINTS ESSAY

CONFLICTING VIEWPOINTS ESSAY
ASSIGNMENT 1.1



Conflicting Viewpoints Essay – Part 1
Strayer University
Felicia McCaw
Professor Muhammad Mustafa Sohna, Ph.D.
PHIL 210
Online Summer 2017
July 14, 2017

Conflicting Viewpoints Essay – Part 1
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Is the use of Standardized Tests Improving Education in America? In the evaluating of this question are three pros and one con: Pro 2 - Standardized tests are reliable and objective measures of student achievement, Pro 4 - Standardized tests are inclusive and non-discriminatory because they ensure content is equivalent for all, Pro 7 - Standardized tests are narrowing the curriculum, rather they are focusing it on important basic skills all students need to master, Pro 8 - Standardized tests are not objective.

In the evaluating of Pro 2, although used as a reliable source with objective measures to evaluate progress and student’s achievement. The cumulative pool of statistical data is biased, racist with deliberate acts to reflect incapability and a huge gap in the assimilation capability between the Black race, Caucasian race, Latino, Hispanic, Chinese and any other minority race. But as a reflective and evaluative tool it is not a fair estimation or an equal measure of mental acuity. Further bias is reflective because of cultural differences and it cannot reflect that supportive family education is a factor in a student’s ability or that a need for interactive content is necessary in the process of assisting assimilation. Also, the cultural differences reflect norms in speaking, terminology with logical sequence to assist in the process of mental processing and analysis.

Although a multiple-choice test these tests are geared and compiled with not the Black students whose cultural inherency is absent of formulated English which makes a consensus of inability to gauge ability, aptitude and level of reasoning ability. Because a huge disparity of exist between the scorages this reflects a severe underestimation of reasoning knowledge, mental acuity and possible logistics. These affective states of severe differences reflects an inherency of deliberate unfairness and systematic oppression and racism buried in the form and presentation

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of education and standardized tests to retain oppression and a regulatory position in a country of suppression.

In the evaluating of Pro 4, in relation to the position held by Michelle Rhee, former Washington, DC school chancellor, that alternate tests for minorities or exempting children with disabilities would be unfair. A test that has deliberate racism associated with it is not fidelitous to any methodology or purpose to estimate a consistent pattern of education is being relayed. What it will do is gain a position of estimation that approximates whether Black people are being deliberately hampered to sneer at and keep them in a position in this country to be viewed as superlative illiterate.

Further this is not a civil rights issue it is a criminal act against a populace of the Black people deliberately short changed by hatred, meaness and willingness to use and exploit a race with no home to call their own. A system of inequality is a blasé attempt to spread a blinder to the world that attempts were made to teach but receptiveness is not enabled but a violent and animalistic mannerism that repels all “civilized people”.

In the evaluating of Pro 7, the curriculum as given is reposit in that it is an insufficient challenge that focus on the bare bones of the basic bones of education with that in mind any impact is near mute because the concept becomes a serious, hilarious amusement. But with expanded exploratory educational ventures it becomes a more intensified testing to raise internal pride, as well as develop expanded student achievement.

In the evaluating of Con 8, in the case of standardized test not being objective the analysis as conclusive clearly reflects a racist approach and cause a flag to raise because it can be considered a civil matter and therefore a supportive in a case of intentional suppression, hate and

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oppression and intentional servitude. Further the testing proves that students whether Black or minority have not been exposed to certain reading comprehension, math of a higher level, sciences that exceed the basic because knowledge is known of the inability because of the lack in structuralized learning to absorb and assimilate the material.






















REFERENCES

FairTest. (n.d.). Retrieved from http://www.fairtest.org/standardized-testing-and-students-
disabilities

Standardization - Wikipedia. (n.d.). Retrieved July 14, 2017,
From https://en.wikipedia.org/wiki/standardized

(n.d.). Retrieved from http://www.procon.org/sourcefiles/believinggame.pdf

Is the Use of Standardized Tests Improving Education in America? - Standardized Tests - ProCon.org. (n.d.). Retrieved July 14, 2017, from http://standardizedtests.procon.org/view.answers.php?questionID=001747