Mackenzie Mastrangelo

Mrs. Thomas

UWRT 1102

18 Feb. 2016

I would give myself a 96 on my inquiry proposal because I feel that I could do a bit better

but I think I improved a lot over the first draft. I feel as though I changed it from my own opinion

and moved it into sources I could use and areas of expansion.

Reflection

I figured this was a prevalent topic to choose because every student has taken a

standardized test and has formulated an opinion from taking these. We have all experienced

these tests first-hand and applied to college so we all know what it is like to see admissions’

requirements. I have learned that many writers and students are opposed to these tests and that

they do not accurately measure intelligence and our ability to succeed in college. As I wrote, I

discovered more questions that I can address in the final paper. One difficulty that I have

experienced with this inquiry proposal is there is a fine line between this part of the process and

writing about the content that should be used in the final paper. It is difficult to focus just solely

on the introduction and not fully explain with facts backing up the questions and points

introduced in this part. I have dealt with this challenge by thinking of more questions and

proposing different ideas that I can address in the final paper. This will also help to obtain my

classmates’ views on the different questions, ideas, and what interests them and lean towards

that way when writing this paper.

Is the Test the Best?

At the end of high school, many students decide to go to a college or a university and

these schools require their applicants to take major standardized tests known as the SAT and

ACT. These are made to measure intelligence and determine a person’s previous educational

quality as well as predict the level of college readiness that a person possesses. Most admissions’

offices have set a minimum standardized test score that applicants must obtain to be accepted

which is supposed to show the level of intelligence of their student body. Many students each

year do not get into their dream college because their standardized test scores do not meet the

requirements when in actuality, they have the potential to be successful at the university. Does

standardized testing measure a student’s intelligence and ability to succeed in college?

According to Time Magazine, the SAT originated in 1926 and the ACT was originated in

1959.  As you can see, these methods of examination have been around for many years and have

been used as indicators for college acceptance. The two main subjects that are tested are reading

and mathematics with a slight focus on writing; however, science is included on the ACT. These

tests are all multiple choice with an essay at the beginning, but many colleges do not focus on the

writing portion.  In addition, because this method of determining intelligence has been around for

so long, there are hundreds of articles that have been written expressing views on the question

that I have proposed. I have found some authoritative sources to assist me in my thesis including

U.S. News, Pennsylvania State University, New York Times, and the Association for

Supervision and Curriculum Development. My classmates have also formed opinions that will be

helpful to this paper as well as authoritative sources.

We have all walked into that testing classroom thinking this is the test that determines my

future of getting into college; each question is designed to “test” your potential of succeeding in

the future. After 4 years of high school and studying to pass classes, one exam determines the

worth of it all and where you will be moving on to next. The amount of pressure this places on

students, the millions of dollars made by companies providing it, and the anticipation of the test

scores to be released are all a part of this process. These companies make millions designing the

test, selling curriculum, and designing special classes to help students pass. Is the focus really to

measure intelligence and does it have an accurate representation of the knowledge obtained

within the four years of high school?

Standardized testing does not even begin to test creativity or other characteristics and

talents that a person can possess. There are many others things that people must have to be able

to succeed in college, not just strictly passing the standardized test, but admissions offices still

rely heavily on these scores to tell a student’s entire past high school career and what they gained

from it. High school achievements show a more accurate representation of our capabilities

because they can evaluate the difficulty of the classes chosen, class rank, grade point average,

and academic disciplines associated with those four years. For example, a letter of

recommendation from a superior can show how the student acts in classes and their

determination or willingness to learn the material. Extracurricular activities and clubs can show a

student’s leadership skills around their peers and within the community. Sports and other outside

activities can show a person’s motivation to exert themselves to the fullest potential. Their

grades show effective time management skills and responsibility to earn the highest grade

possible.

Furthermore, everyone has their own way of learning and viewing the things that we

learned in high school, and standardized testing limits this freedom as students are forced to learn

specific ways of learning and perceiving issues or questions. Should grades weigh more heavily

than one standardized test score? What do these scores tell colleges and why are they still the

priority of colleges to have during the admissions process? Are students worth more than a test

grade to a college?