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outline for speech to persuade the audience that standardized tests are unreliable factors in the college admissions process, for sandra kimmel
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Aievoli 1 Persuasive Speech Outline Name: Jordyn Aievoli Course & Section #: Speech 140: Y01 Topic: Standardized Tests General Purpose: To persuade Specific Speech Purpose: To persuade my audience that standardized tests are unreliable factors in the college admissions process. Thesis Statement: Standardized tests are unreliable factors in the college admissions process because they do not accurately measure students’ intelligence, they do not value diversity, and they favor those of a higher socioeconomic status. Type of Claim: Claim of Fact Organizational Pattern for Main Points: Topical Main Points: I. Standardized tests do not accurately measure students’ intelligence. II. Standardized tests do not value diversity. III. Standardized tests favor those of a higher socioeconomic status.

OUTLINE Persuasive Speech

Aievoli 2 INTRODUCTION Right now, teens everywhere are waiting by their mailboxes to receive an envelope that seals their academic fate. It is college admissions season and you probably remember waiting to get your test scores in the mail. Just the fact that you are sitting in this room means that you have taken a standardized test. Whether it was the ACT or the SAT, we were all required to take at least one of these tests in order to apply at USC. However, I have found through my research that standardized tests are unreliable factors in the college admissions process. This is because they do not accurately measure students’ intelligence, they do not value a student’s diversity, and they favor those of a higher socioeconomic status.

Transition: First of all… BODY I.

Standardized tests do not accurately measure students’ intelligence. A.

This is because the validity of standardized tests is often put into question. 1.

An article published in the Teachers College Record in 2013, discussed how there are varying levels and types of coursework and curriculum taken by students throughout the nation (Chatterji, 2013). a. However, the SAT and ACT are the same everywhere. b. So, due to the general nature of these tests, the results become less valid.

2.

Additionally, Tim Walker from the National Education Association said that “standardized tests based on a narrowly prescribed curriculum and linked to specific grade levels are not a good way to judge student success” (Walker, 2016).

B.

In addition, good testing does not promise college success. 1.

While the SAT claims to measure a student’s readiness for college, this simply cannot be done in just three hours and fifty minutes, which is how long one is given to take the exam.

2.

A study conducted by William Hiss, the former Dean of Admissions at Bates College, found that high school grades are the best predictor of college success. a. In this study, Hiss states that GPA matters most because it is a “Four-year, long-term evidence of self-discipline, intellectual curiosity and hard work” (Sheffer, 2014). b. Importantly, the study showed that students with good high school grades but modest testing actually did better in college than students with higher testing but low high school grades.

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Aievoli 3

Transition: Not only do standardized tests inaccurately represent a student’s intelligence, but they fail to represent the student as a whole, which brings me to my second point… II.

Standardized tests do not value diversity. A.

Professor Howard Gardner of Harvard University suggests that diversity is important to show a well-rounded education (Morgan, 2016). 1.

This includes a student’s interpersonal, intrapersonal, musical, kinesthetic, and naturalistic intelligence.

2.

However, standardized tests only focus on two types of intelligence: mathematic and linguistic.

B.

William Hiss, the former Dean of Admissions at Bates College, states that the best evidence that someone is prepared for higher level of education is in fact their interests and skills (Sheffer, 2014). 1.

For example, someone who is captain of their soccer team, member of the debate club, or devoted to community service are all things that show a student can really bring something to a higher level of skill.

2.

Being involved in a variety of meaningful activities like these shows qualities like leadership, passion, and other abilities not measured on a test.

Transition: Finally… III.

Standardized tests favor those of a higher socioeconomic status. A.

According to an article published in the Teachers College Record in 2013, home background is known to be associated with who takes the SAT and how well they perform (Chatterji, 2013). 1.

When I was in high school, I was able to get a tutor for the ACT and my overall score between my first and last test improved- only by two points, but when applying to some schools these two points can make a difference.

2.

So, people who cannot afford a tutor may not perform as well on the exam, because a lot of the tutoring focuses on how to strategically answer questions rather than learning the actual material.

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Aievoli 4 B.

Also, schools and programs with SAT guidance and support systems play a significant role on their students’ average performance on the test. 1.

As we all know, having access to tutors, practice tests, and study guides can only improve one’s performance on an exam.

2.

But, students in schools without those types of resources are automatically at a disadvantage because according to the Teachers College Record the SAT has often been criticized for having socio-economic and cultural biases (Chatterji, 2013).

Transition: In conclusion… CONCLUSION Standardized tests are unreliable factors in the college admissions process. They do not accurately measure students’ intelligence, they do not value a student’s diversity, and they favor those of a higher socioeconomic status. Hopefully in the future students and colleges will not be so concerned with standardized test scores as they are with more important things like GPA, interests and skills, and equality.

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Aievoli 5 Works Cited Chatterji, M. (2013). Bad Tests or Bad Test Use? A Case of SAT Use to Examine Why We Need Stakeholder Conversations on Validity. (2013) Teachers College Record, 115(9), 1-10. Morgan, H. (2016). Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers: A Bad Idea. Clearing House, 89(2), 67-72. Sheffer, Sarah. (2014). Do ACT and SAT Scores Really Matter? New Study Says They Shouldn't. PBS, Public Broadcasting Service. Retrieved From www.pbs.org/newshour/education/nail-bitingstandardized-testing-may-miss-mark-college-students. Walker, T. (2016) Standardized Tests Not Developmentally Appropriate. Retrieved from http://neatoday.org/2016/02/18/standardized-tests-not-developmentally-appropriate/

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