Theoretical Framework of Standardized Testing
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Abstract
Once the literature review was engineered, it was determined that there was sufficient research provided on differentiated instruction and standardized test outcomes. The theoretical framework consisted of different philosophies and theories on differentiation instruction, meeting the individual needs, and how differentiating instruction and standardized testing outcomes coexist. Differentiation is described as an educational strategy that cogitates that students’ learning profiles are different and that their highest learning capacity is reached when educators accommodate curriculum and instruction to meet individual needs. Other theorists have perceived differentiated instruction in their own ways and the purpose of this literature review is to validate the research study by aligning it with the findings of each point discussed.
Introduction
Education is said to be the process of receiving systematic instruction; the delivery of knowledge and information between a student and a teacher; and the level of cognition. Before the embodiment of education that involves curriculum and assessments mandated by the government, it was merely a system that was in the hands of the state, parents, and church. During this time, schools focused on literacy and assessed students on the basis of how fluently the Bible, a Farmer’s Journal, or Federal Papers were read. As time progressed, intellectual abilities became a high demand along with the desire of the knowledge of materialistic endeavors, the questions of the origins of living things, and the ability to run business entities, which became the driving force of the education reform.
With the reform, came the funding of federal government, which mandated schools to perform at high academic levels. In order to rate the schools, Legislators instructed that states use a minimum competency testing of academic...