Keith Benson

2/23/2008

Persuasive Writing

Response 3

Analysis of Articles

In “ ‘No’ is the Right Answer”, Eleanor Martin, sophomore within the Massachusetts

state public student system, voices her opposition to mandatory high-stake

standardized testing initiated by the state during the latter 1990’s. Speaking as an

expert on the consequences and shortsightedness of high-stakes testing, Martin

concedes that public education is in need of improvement, but decries the proposed

solution of standardized test as a reliable assessment of student intelligence and

school effectiveness. Martin’s essay, to the reader, obviously indicates she probably

would have easily breezed through the MCAS tests, had she taken it. The vocabulary

is at the very-least grade appropriate; her point is well delivered and

communicated. Martin’s refusal to take the test, and conveyed rationale motivating

her refusal having been illustrated within the essay, not only convinces the reader

that Martin “sticks to her guns” but also shows that her protest was not simply an

act of youthful rebellion. Martin also points to valuable lessons and skills learned in

school that aren’t tested, considers differences in SES background among students,

and finally proposes possible solutions for improving the state’s public schools. The

essay is convincing.

In “Tests, Tracking, and Derailment” examines the unintended consequences of

high-stakes testing. While not directly decrying testing as a potential valuable tool

in terms of gathering educational data, Patricia Williams narrates the negative side

effects of high stakes testing, some of which are increased focus on lower achieving
students at the expense of more skilled students, and student tracking. While, like

Martin, Williams recognizes public education can be improved, Williams proposes

the change starts within our own paradigms. Williams believes and makes clear that

children can do far more than we imagine and request, and that our current

educational system caters only to students on the very opposite ends of the

educational spectrum; the very skilled and gifted or the low achievers and behavior

problems. The middle ground students, which make up most American public

schools, would be better served, Williams posits, if we employed another style of

educational curriculum called the International Baccalaureate Curriculum. While

Williams does show knowledge of the unintended results of high-stakes testing, it

appears she rushes with providing the IBC solution.

Finally, Gregory Cizek’s “Unintended Consequences of High Stakes Testing” initially

takes a tongue-in-cheek, and “lone voice in the wilderness” approach to criticize

those who are vehemently against high stakes testing. As a professor of education

at UNC, one would be inclined to absorb Cizek’s findings that the fears most

antagonists of standardized testing hold, are not grounded in reality or present

themselves “in the ground.” Using popular misconceptions, and systematically

refuting them one at a time, Cizek defends high stakes testing and communicates

the utility of what most people appear to be against.