scholarly journals Fundamental Flaws in Academic, Employment and Professional Tests: Test Score Misuses Are Responsible for Ruined Student Health, Social Injustice and Diminished Competitiveness

2021 ◽  
Author(s):  
Jianqing Wu
Keyword(s):  
High School Students ◽  
Test Scores ◽  
Test Score ◽  
Service Industry ◽  
Early Time ◽  
Test System ◽  
Student Health ◽  
School Students ◽  
Employment Practices ◽  
The U.S

In this research, I investigate inherent limitations in school tests and employment tests. I found there is no statistical distribution and no defined observation for test scores. One problem is that personal knowledge must have different substances, degrees and scopes notwithstanding contrary unproved hypotheses. No real test data support the claim that human knowledge follows a well known distribution. A related but more fatal problem is that points of individual questions are assigned arbitrarily, and different points for individual test questions represent things that differ in nature, scope and significance. There is no valid basis for adding points up to arrive at an objective test score. Those findings are strongly backed up by very poor test scores in published studies. Without understanding both flaws in near a century, test scores have been improperly used as ranking parameters and passing criteria. While grades ware kept as secret in early time, the letter grading system became the standard in the U.S. in the 1940’s. Without exploring deep flaws in GPAs, GPAs are improperly used as artificial impediments to student careers. A natural response to the abuse of GPAs is cheating in test to neutralize their unfair effects. Misuse of test scores and GPAs are responsible for the vicious competition, and cheating by some students must force others to do the same. A century of abuse of test scores and GPAs have fostered a cheating culture in the U.S., which fuels a huge international cheating service industry. Now cheating was found among nearly 70% U.S. college students, nearly 90% of high school students, and a good portion of job applicants. This cheating culture and score-based employment practices are about to ruin everything from social justice, fair employment opportunities, U.S. legal process legitimacy, student health, and U.S. competitiveness. Measures for rooting out this cancer must be to reform the test system, change employment practices and eliminate the motivation of cheating.

Souls of the Ehime Maru

2018 ◽  
pp. 27-60
Author(s):  
David Leheny
Keyword(s):  
High School ◽  
High School Students ◽  
Public Relations ◽  
Political Representation ◽  
Emotional Needs ◽  
Nuclear Submarine ◽  
School Students ◽  
The U.S

In February 2001, the USS Greeneville, a nuclear submarine carrying sixteen “distinguished visitors” as part of a U.S. Navy public relations program, collided with the Ehime Maru, a fisheries training boat operated by Uwajima Fisheries High School, off the coast of Hawaii. Nine Japanese perished, including four high school students. Nearly nine months later, the U.S. Navy succeeded in raising the boat from its deepwater crash site and in locating the bodies of eight victims. This retelling focuses on the ways in which both governments emphasized repeatedly the special emotional needs of Japanese victims’ families and of Japan as a whole. By calling attention to inherent contradictions within these representations as well as to tensions surrounding the victims’ families, it separates emotion itself from its political representation, and suggests that the analytical lens ought to focus on the latter rather than the former.

Deaf Adolescents' Textisms

2015 ◽  
pp. 1419-1430
Author(s):  
Yoshiko Okuyama
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Communication ◽  
Scientific Knowledge ◽  
Text Message ◽  
Text Messages ◽  
Detailed Account ◽  
Residential School ◽  
School Students ◽  
The U.S

This article starts with an overview of the existing literature on mobile communication and then presents a more detailed account of the current scientific knowledge in mobile communication and deaf studies, followed by a summary of the findings from the two case studies that the author recently conducted. The first study investigated how texting was used by deaf adolescents in Japan. The second study examined text messages written by U.S. deaf adolescents. Both studies collected a small corpus of dyadic messages exchanged via cell phone between two deaf high-school students at each residential school to examine the unconventional spellings typically used in text messages, or “textisms.” The characteristics of each text-message corpus (356 messages produced by the Japanese pair, and 370 messages by the U.S. pair) were analyzed in order to explore the features of textisms adopted by these deaf adolescents.

¡Adelante! El Mundo Mágico Creado, The Magical World Created

2017 ◽  
pp. 368-390
Author(s):  
Miwon Choe ◽  
Juan Silvio Cabrera Albert
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Program ◽  
School Students ◽  
Learning Space ◽  
Exchange Program ◽  
Literacy Outcomes ◽  
Diverse Student Population ◽  
The U.S

This chapter illustrates the unique cross-sector visual arts exchange program between Cuba and the U.S. This collaborative project is situated in the Cuban educational perspective of Pedagogía de la Ternura (Pedagogy of Tenderness) and La Cláse Magica (Magical Class), contextually driven bilingual model for diverse student population in the U.S. The role of art in Cuban context of national and cultural identity is also discussed. The CreArte in Cuba, a voluntary cultural community inspired organization, aims to improve the cultural life and the realities of all the local participants. In the U.S., CreArte project was implemented at a local high school to create a positive learning space for the most disenfranchised local high school students enrolled in a remedial reading program. The juxtaposition of two apparently disparate and contrasting realities formed an amazing collage of hope and trust beyond the visible cognitive, behavioral, and affective literacy outcomes for the students and adults in both countries traveling across 90 miles of troubled water between Cuba and USA.

Gender- and school-level correlates of growth in health-related fitness knowledge among US high-school students

2018 ◽  
Vol 77 (8) ◽  
pp. 927-938 ◽  
Author(s):  
Xihe Zhu ◽  
Justin A Haegele
Keyword(s):  
High School ◽  
Growth Rate ◽  
High School Students ◽  
Hierarchical Linear Model ◽  
School Level ◽  
Student Health ◽  
School Students ◽  
Knowledge Growth ◽  
Health Related ◽  
Health Related Fitness

Objective: Health-related fitness knowledge holds the potential for physical activity and behavioural changes. The purpose of this retrospective longitudinal study with retrospective data was (a) to examine high-school students’ health-related fitness knowledge growth through the 9th, 10th and 11th grades under one curriculum condition and (b) to examine gender- and school-level correlates of students’ health-related fitness knowledge and its rate of growth. Method: This study used existing data collected by school districts as they implemented the curriculum. Participants were students ( n = 9,883, 49.4% girls) from 40 high schools following the same curriculum. Health-related fitness knowledge performance was assessed annually for 3 years using an online platform. Potential student- and school-level correlates were collected. A three-level hierarchical linear model was used to examine student health-related fitness knowledge growth and its relation to gender- and school-level correlates. Results: The results showed that high-school student health-related fitness knowledge growth was linear during the 3-year period, with an estimated growth rate of 9.14 ± 1.40% per year under the curriculum condition. Girl students had a higher growth rate than boys, holding other factors constant. Other school-level variables were not significant predictors of health-related fitness knowledge. Conclusion: Overall, the curriculum context was conducive to student health-related knowledge growth. The different knowledge growth rate between boys and girls was a possible reason for gender discrepancy at the 11th grade.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1147-1150 ◽  
Author(s):  
Karla Baker ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Sensation Seeking ◽  
Self Esteem ◽  
Aptitude Test ◽  
School Students ◽  
Numerical Reasoning ◽  
Sensation Seeking Scale ◽  
Honor Society

29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory—School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.

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