[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602536-105":59,"doc-detail-602536-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","why-educational-standards-are-not-truly-objective","Why Educational Standards Are Not Truly Objective","","Educational standards have become a widely used approach for defining clear learning targets for students, often described as “objective” compared with norm-referenced tests that may reflect bias. The article evaluates claims of objectivity and fairness by examining six issues, using examples from Common Core standards to highlight limitations in standards-based assessment. 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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.  \nKeywords: Educational measurement, educational standards  \n* Matthew Metzgar is a Clinical Assistant Professor of Economics at the University of North Carolina at Charlotte. He teaches undergraduate economic classes in the Belk College of Business. Previously, Professor Metzgar taught undergraduate and graduate classes in Ohio and New York. He also spent several years working in the private sector.  \n[Correspondence](Correspondence: mmetzgar@uncc.edu)[: mmetzgar@uncc.edu](Correspondence: mmetzgar@uncc.edu)  \nWhy Educational Standards Are Not Truly Objective  \nThe college instructor blames the high school teacher, the high school teacher complains of the grade teacher, each grade teacher above first grade finds fault with the poor work of the teacher in the grade below, and the first grade teacher in turn is chagrined at the shortcomings of the home training. Must this go on indefinitely? Whose opinion shall prevail? Is it not possible to get away from personal opinion to an agreed-upon consensus of opinion? May we not replace the constantly conflicting subjective standards with definitely defined objective standards?  \n—Wilson & Hoke, 1921  \nEducational standards are often seen as a way to induce higher student performance (Post et al, 2008) . Standards can provide a clear target that may increase student motivation and outcomes. Many K-12 schools across the country are now actively raising standards as a way to improve performance. Some of this recent activity is linked to the Common Core standards which have been adopted by forty-five states.  \nThe current discussion of standards-based education often uses the language that standards are “objective”. This is in comparison to a norm-referenced test that typically ranks students in a relative manner. As norm-referenced tests often produce a distribution of outcomes ranging from high to low achievement, standards seem to offer an alternative where all students have an opportunity to meet a defined standard.  \nYet are these educational standards truly “objective”? Do they set appropriate levels of student achievement? And how are these standards being assessed in practice? All these related questions are of great importance if standards-based education is to be equitable and objective.  \nThis article seeks to place the notion of objective standards under greater scrutiny. On the surface, if a set objective standard is the educational goal, then all students will have to opportunity to reach this standard. However, the use of standards for assessment is, in practice, problematic for reasons I will discuss here.  \nThe Oxford dictionary defines objective as “Not dependent on the mind for existence; actual:”(Oxford, 2014) . As such, objective is in contrast to subjective, where personal opinions are employed. This paper uses these definitions for the forthcoming analysis.  \nThe following six principles illustrate the problems with standards claiming to be objective way of assessing student performance.  \n1) The selection of a standard is not objective.  \nThe goal of selecting a standard is to produce a clear educational target for students. Whereas a given exam on a subject can be made more or less diffic","cbCaicJT6dSd9sw3","https://ap.wps.com/l/cbCaicJT6dSd9sw3","pdf",274141,"English","# Abstract\n# Standards, objectivity, and fairness\n# Objective definitions and the analysis framework\n# Six principles behind non-objectivity\n## 1) Selection of a standard is not objective","[{\"question\":\"Why do educational standards get described as “objective”?\",\"answer\":\"They are presented as clear targets for students, contrasting with norm-referenced tests that rank students relative to others and may produce biased outcomes.\"},{\"question\":\"What does the article use to question whether standards are truly objective?\",\"answer\":\"It applies dictionary definitions of “objective” versus “subjective” and argues that key choices in standards-based education still rely on human judgment.\"},{\"question\":\"How does the article illustrate non-objectivity in standard setting?\",\"answer\":\"It compares Common Core kindergarten math examples showing that ranges (e.g., 1–20 or 0–20) are selected rather than being the only equally clear and transparent options.\"}]","Why Educational Standards Are Not Truly Objective | PDF",1792094834]