Annotated Bibliography

Braden, J. P. (1999). Performance assessment and diversity. School Psychology Quarterly, 14(3).
http://dx.doi.org.lib.ottawa.edu/10.1037/h0089011
This article talks about how performance assessments affect the diverse section of a
student population. They posed questions about how well minority groups score on
tests, do they enhance instruction for diverse students, and are they commonly
translated into other languages. The author or this article concludes that even though
they have the same level of difficulty as regular classroom tests they are more useful
when testing curricular standards than instructional tests.
The author of this article is the Dean of the College of Humanities and Social
Sciences and Professor of Psychology at North Carolina State University. When he
wrote this article he taught and directed the school psychology programs at the
University of Wisconsin- Madison. Due to his heavy background in psychology and
social sciences I believe him to be a credible source. I did not find any spelling,
grammar or citation errors within his article. A bibliography is provided so anyone
reading this article can check his sources. The article is factual and does not have any
biases within the way the research was conducted. It was presented in an evenhanded
manner and is research based. The article includes tables that help display the data that
was collected. The purpose of the article is to present his finding of the research he
conducted. This article is scholarly in nature.
Fairlie, R. W., & Robinson, J. (n.d.). Experimental Evidence on the Effects of Home Computers
on Academic Achievement among Schoolchildren. National Poverty Center Working

Paper Series #13-02. National Poverty Center. Retrieved from ERIC database.
(ED539512)
This article analyzes the connection between having computers and education status.
They explored to see whether or not this impedes education development. This article
used California schools. They used 1,123 school children in grades 6-10. It was found
that this did not affect standardized test scores.
The authors of this article are qualified to be writing on this topic. Farlie is a
professor at the University of California Santa Cruz who does research on education
while Robinson is also a professor at UC Santa Cruz who does research is on Africa
and impact of the economy on impoverished countries. I did not find any spelling,
grammar, or citation errors within this article. A bibliography is provided to assist
anyone reading this article. This article is fact based and I did not detect any biases. It
was presented in an evenhanded manner. The purpose of the article is to present their
findings. The article is scholarly in nature.
Guo, J., Parker, P. D., Marsh, H. W., & Morin, A. J. (2015). Achievement, Motivation, and
Educational Choices: A Longitudinal Study of Expectancy and Value Using a
Multiplicative Perspective. Developmental Psychology, 51(8).
http://dx.doi.org.lib.ottawa.edu/10.1037/a0039440
This article explored the individual and gender differences when it came to entrance
into a university. They looked at standardized test scores and examined the differences
between men and women. Participants were of Australian nationality, aged 15. The
results of this state that math self concept and intrinsic values interact and prior
reading achievement has negative effects on math testing.

The authors of this article are doctoral students at Australian Catholic University.
Due to their credentials I believe their research is credible and this source is credible.
There are no spelling or grammar errors within this article, this helps add to its
credibility. The researchers provided a bibliography so anyone reading the article can
check how they are interpreting the data. The article is based on quantitative as well as
qualitative research so the information within it is primarily factual. The authors do
not seem to have a bias. The information is presented in an evenhanded manner. There
are tables and statistics included within the article that help to show data collected.
The article was written in 2015 which means that the research is current and applies to
current times. The purpose of this article is to convey research and conclusions of
research conducted. This article is scholarly in nature and can be used in the future for
other studies.
Ickovics, J. R., Carroll-Scott, A., Peters, S. M., Schwartz, M., Gilstad-Hayden, K., & McCaslin,
C. (2014). Health and Academic Achievement: Cumulative Effects of Health Assets on
Standardized Test Scores Among Urban Youth in the United States. Journal of School
Health, 84(1), 40-48. http://dx.doi.org.lib.ottawa.edu/10.1111/josh.12117
This article looked at different demographics within schools and wanted to identify
what factors impacted children's test scores. They looked at physical health,
psychological well being, health behaviors, family environment and few others to see
if these had effects on testing later on. It turns out that the average students had a score
of 7.1 out of 14 total points. 940 students were tested. Those with higher heath assets
scored higher on standardized tests.

The authors of this article are very qualified to be writing and researching on this
topic. They have backgrounds in educational research and also are affiliated with
several well-known schools that research education. I did not find any spelling or
grammar errors within this article. The pictures and diagrams help to reader to
interpret some of the information provided. A biography is also provided to help
readers interpret the information given. The article is factual in nature and does not
contain any biases. It was written in an evenhanded manner and is research based.
This article is scholarly in nature.
Kohn, A. (2000). Measuring what matters least. In The case against standardized testing: raising
the scores, ruining the schools. (p. 1). Retrieved from
http://teacherrenewal.wiki.westga.edu/file/view/Testing,+Testing,
+Testing.pdf/227207662/Testing,%20Testing,%20Testing.pdf
This book depicts the lingering effects of standardized testing on students. It outlines
how tests are not the only way to test our children of their intelligence. He says that
this is what is ruining schools. He thinks that we are sacrificing our children in order
to raise test scores. He thinks that the more people learn about the dangers of
standardized testing then the better off society will be.
The author of this book is an author and lecturer. He has been on the forefront of
education and educational research for a while. I believe that he is a credible author
due to his background in psychology, human behavior and education. I did not find
any spelling or grammar errors. A bibliography was not provided in the version that I
accessed. This is a book that outlines opinions on education so it is slightly biased.
The purpose of this book is to dissuade teachers from using standardized testing.

Mantell, R. (2013, November 25). Testimony on the impact of standardized testing on students.
Retrieved March 16, 2016, from United Federation of Teachers website:
http://www.uft.org/testimony/testimony-impact-standardized-testing-students
This letter lays out different testimonies of children talking about standardized testing.
They discuss how high stakes tests determine everything about a students life. It
decides whether or not students move to a next level of college or whether or not they
can graduate. More and more flaws of this type of testing are coming to light and more
schools are questioning this type of testings validity.
The domain is is a .org. This means that it is an organization and usually has more
credible information. The author is a vice president for junior high and intermediate
schools. I did not see any grammatical errors within this website. He does not use any
outside information so bibliography was needed or provided. The websites
information is factual and is based on real like testimonies. I do not detect any biases
within the information. There are no graphics or images within this webpage. This also
adds to credibility. The last time this article was updated was when it was written. The
purpose of this article is to share testimonies of real life experiences when it comes to
standardized testing. This article is mostly general in nature. However because it is
mostly testimonies it can be used in other academic papers.
Maranto, J. H. (2015). The Effects of Standardized Testing on Historical Literacy and
Educational Reform in the U.S. Academic Leadership Journal in Student Research, 3(8),
1-8. Retrieved from ERIC database. (Accession No. EJ1062724)
This article outlines the historical effects of standardized testing. It talks about the
history of public education and the results of the first standardized test. It helped to

incite an argument about whether or not standardized testing helps history or if it just
helps in math. Ultimately it was found that historical literacy still has some factor
within standardized testing.
This article was written by a masters student at Fort Hayes University. She is a
credible source because this is what she did her masters research on. This article is
also peer reviewed. I did not find any grammatical or spelling errors within this article.
This helps further its credibility. There is a bibliography included at the end of the
article to help readers see where she obtained her information from. This article is
factual and does not seem to have any biases. This article is scholarly in nature.
Oakland, T., & Weilert, E. (1971, February). The Effects of Test-Wiseness Materials on
Standardized Test Performance of Preschool Disadvantaged Children. Paper presented at
Annual Meeting of the American Educational Research Association, New York, NY.
Retrieved from http://web.b.ebscohost.com.lib.ottawa.edu/ehost/detail/detail?
vid=18&sid=95687a13-73b5-402b-bcb69be4e0f32142%40sessionmgr112&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY2
9wZT1zaXRl#AN=ED047050&db=eric
This paper talked about the examination of certain variables that apply to different
test-readiness of preschool to primary grade children. The study looked at different
inherent abilities that seem to be required for taking standardized tests. It was found
that this type of test-readiness had limited to no value when it came to test
performance.
One of the authors, Oakland, was a professor at the University of Florida and a
professor at the University of Texas. He was also board certified in neuropsychology

and school psychology. The other author, Weilert, I could not find much information
on. However due to Oaklands extensive background in school psychology I still find
these authors credible. There were no spelling or grammar errors within the article.
This article is researched based and does not seem to have any biases. The purpose of
this article was to submit their findings.
Stiggins, R. J., & Conklin, N. F. (1992). In Teachers' Hands: Investigating the Practices of
Classroom Assessment. Albany, NY: State University of New York Press.
The aim of this book is to identify teaching practices that will help improve literacy
outcomes for school children. This study used a literary assessment and analysis of
2,000 children. These assessments were carried out by 200 teachers. It was found that
the type of activities used teachers varied only slightly within the teachers classrooms.
One of the authors of this book, Richard Stiggins, founded the Assessment
training institute. This provided greater development in creating and distributing
higher quality assessments. This means that he has more than enough credentialing to
be a credible source. There are no spelling or grammatical errors within this book. It
has been edited multiple people which adds to its credibility. A bibliography is
provided to help anyone reading establish the credibility of the books references. This
also helps to deter from plagiarism. The books content is very factual and is written in
an evenhanded manner. I did not detect any biases within the book. This book was
written in 1992 so it is somewhat current. The purpose of this book is to share the
authors findings on the best way to give classroom assessments. This book is mostly
scholarly in nature and can be used in other academic papers.

Strauss, V. (2014, March 11). 13 Ways high-stakes standardized tests hurt students. Retrieved
March 16, 2016, from The Washington Post website:
https://www.washingtonpost.com/news/answer-sheet/wp/2014/03/10/13-ways-highstakes-standardized-tests-hurt-students/
This article talks about how standardized tests hurt students. They say that the costs of
standardized testing are a loss in learning time, reduced content knowledge, narrowed
curriculum, shut out of programs, diverted resources, school closures, loss of curiosity,
blocked access to facilities, harmful stress, internalized failure, grades, graduation
requirements and altered school culture. This article lays out the guidelines for why
standardized testing is ruining our school system.
The domain is a .com which means that it is a for profit domain. The author is
Valerie Strauss researches her own pieces and does not have any real credentials when
it comes to education. She does not have the authority to be reporting this topic. There
are no spelling or grammar errors that I could see however the language being used is
not academic language. The author uses a more colloquial language that everyday
people can understand. A bibliography is not present. This leads to a lack of credibility
and makes me question if any of this post was plagiarized. This websites content is
mostly argumentative. She is trying to prove that what she is saying is correct. There
are advertisements but they do not pertain to the article at all. The last update was
when the article was posted. The purpose of the article is to get the reader to believe
that the thirteen ways outlined out in this article are true. This article is not scholarly in
nature and is more popular and meant for the layman.