High-Stakes Testing, the Standardized Classroom, and the Marginalization of Multicultural Education

"The world's biggest problem is not caused by what people can not read or write, but from people from all over the world, such as cross-cultures, races, religions, and countries, and to solve the world's problems together "These statements by James A. Banks had a major impact on my views on multicultural education and the current trends in the standardization and high risk testing of the country. According to academic research, emphasis on tests and standards enforced by the "Do not leave children" (NCLB) Act prompts teachers to read, write, and concentrate completely on the basic skills of mathematics (Banks & Banks, 2010).

One of the most uneasy and neglected products of neoliberal higher education is how to handle students. "Learning" includes memorization memorization, standardized tests, high-risk tests, factory-style classroom settings, inter-college level competition, large debt accumulation to pay tuition increases, and so on. "There is no doubt that neo-liberalism has initiated a full-scale attack on the mental health of teachers and students.The serious exploitation, contracts and often welfare of non-union workers in the field of food service and maintenance of many universities Needless to say, the impossible situation is the only choice that many people simply choose in their lives.

Given the contradictory information on standardized test results, why are high risk standardized tests increasingly used as a measure of student learning and achievement, overall educational efficiency, and teacher efficiency . We will explain the three basic factors that contributed to the widespread acceptance and use of standardized tests in the United States, beyond the most general explanation, based on the need to evaluate student learning I tried to answer this question by. There are few people who dispute the necessity to evaluate learning, but there is a big difference in how to achieve it fairly effectively. These three elements are administrative utility, incentive motive, and political ideology. Next, I emphasized the existence of a new factor that influenced the rapid increase in high-risk test reforms, the "test culture" in the United States.