International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2015, Vol. 10(1) 5-12

Why Educational Standards Are Not Truly Objective

Matthew Metzgar

pp. 5 - 12   |  Manu. Number: epasr.2015.001

Published online: January 01, 2015  |   Number of Views: 146  |  Number of Download: 546


Abstract

Educational standards have become a popular choice for setting clear educational targets for students. The language of standards is that they are “objective” as opposed to typical tests which may suffer from bias. This article seeks to further analyze the claims that standards are objective and fair to all. The author focuses on six issues which illustrate the problematic nature of educational standards. Examples from the Common Core standards are chosen to show the range of problems associated with standards-based systems. Given these arguments, it is questionable as to whether educational standards represent a better alternative to norm-referenced tests.

Keywords: Educational measurement, educational standards


How to Cite this Article?

APA 6th edition
Metzgar, M. (2015). Why Educational Standards Are Not Truly Objective. Educational Policy Analysis and Strategic Research, 10(1), 5-12.

Harvard
Metzgar, M. (2015). Why Educational Standards Are Not Truly Objective. Educational Policy Analysis and Strategic Research, 10(1), pp. 5-12.

Chicago 16th edition
Metzgar, Matthew (2015). "Why Educational Standards Are Not Truly Objective". Educational Policy Analysis and Strategic Research 10 (1):5-12.