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Assessment Of Students' Achievement And Standardized Score

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In the article that is titled Classroom Assessment Practices, Teacher Judgments and Student Achievement in Mathematics: Evidence from the ECLS Martí nez, Stecher, and Borko explore many different issues, one of which is the correlation between teacher’ s assessment of students achievement versus standardized score. That is why, if there is some kind of a bias that exists in the contemporary scoring systems it should be avoided. The article points out that teachers tend not to judge their students in absolute terms. In other words, there is no single measurement that used by them to evaluate the performance of their students, but the teachers often make their evaluation while comparing students.

In spite of the fact that sometimes it might seem as a positive aspect, but in reality it distorts the score to a certain extent. However, the most explicit aspect where this gap is seen is the relationship between ARS and DCA. Thus, it was found that sometimes students who have a similar score from a teacher are not able to score the same while taking a standardized test.

a result, the former evaluation is doubted since ARS should be supported by DCA. All this results in the understanding that different scoring systems may not provide an objective view of student’ s achievements. There are many lessons that can be learned from this article. It shows that teachers use varying standard in order to evaluate their students. Indeed, it was found that graded are often adjusted in relation to the existing population of the students. In other words, in weaker groups, there will be a tendency of giving higher marks.

scores are regarded as absolute measures and are not perceived in context to a particular class. That is why such use of measurement is not effective. Another point that should be mentioned is that teachers are likely to take into consideration various background characteristics of their students. In spite of the fact that all students are supposed to be equal, those who have disabilities or belong to lower social classes are often singled out as those who might need some support from the teacher in the form of good

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