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07 Sep 2021, 05:42
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C
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
85%
(hard)
Question Stats:
49% (01:48) correct
51%
(01:55)
wrong
based on 876
sessions
History
Date
Time
Result
Not Attempted Yet
A growing number of urban school districts have embraced the practice of "social promotion,” whereby a student is automatically promoted to the next highest grade regardless of whether he or she has passed or failed English class. This policy is flawed. because the only criterion that a student must fulfill in order to advance is to pass a state-wide standardized test.
The answer to which of the following questions would be most useful in evaluating the validity of ”social promotion"?
A) Do students have the Option of taking a standardized test in a language other than English?
B) What is the rate of graduation from schools at which social promotion" is commonly practiced?
C) How rigorous are the questions on these standardized tests that pertain to English skills?
D) How prevalent is “social promotion" among school districts in more suburban areas?
E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back?
The answer to which of the following questions would be most useful in evaluating the validity of ”social promotion"?
A) Do students have the Option of taking a standardized test in a language other than English?
B) What is the rate of graduation from schools at which social promotion" is commonly practiced?
C) How rigorous are the questions on these standardized tests that pertain to English skills?
D) How prevalent is “social promotion" among school districts in more suburban areas?
E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back?
26 Sep 2021, 12:31
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IMO OA should be C
The author is claiming that the 'Social Promotion' policy is flawed since it allows schools to promote students based on the results of a standardized test and it doesn't consider whether a student has passed an English class.
So schools might be testing English proficiency in the standardized test as well (hence no need to give weightage to English Class pass/fail).
A) Do students have the option of taking a standardized test in a language other than English?...................Trap answer. it doesn't talk about whether Standardised Test tests English proficiency as well that can give some indication to schools whether to promote a student or not.
B) What is the rate of graduation from schools at which social promotion" is commonly practiced?.......................Not relevent
C) How rigorous are the questions on these standardized tests that pertain to English skills?..................Looks fine. If questions are not that tough then most of the students would pass the test and promote to the next class.
D) How prevalent is “social promotion" among school districts in more suburban areas?..................Irrelevant
E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back?.............Irrelevant
The author is claiming that the 'Social Promotion' policy is flawed since it allows schools to promote students based on the results of a standardized test and it doesn't consider whether a student has passed an English class.
So schools might be testing English proficiency in the standardized test as well (hence no need to give weightage to English Class pass/fail).
A) Do students have the option of taking a standardized test in a language other than English?...................Trap answer. it doesn't talk about whether Standardised Test tests English proficiency as well that can give some indication to schools whether to promote a student or not.
B) What is the rate of graduation from schools at which social promotion" is commonly practiced?.......................Not relevent
C) How rigorous are the questions on these standardized tests that pertain to English skills?..................Looks fine. If questions are not that tough then most of the students would pass the test and promote to the next class.
D) How prevalent is “social promotion" among school districts in more suburban areas?..................Irrelevant
E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back?.............Irrelevant
07 May 2023, 03:20
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Bunuel
A growing number of urban school districts have embraced the practice of "social promotion,” whereby a student is automatically promoted to the next highest grade regardless of whether he or she has passed or failed English class. This policy is flawed. because the only criterion that a student must fulfill in order to advance is to pass a state-wide standardized test.
The answer to which of the following questions would be most useful in evaluating the validity of ”social promotion"?
A) Do students have the Option of taking a standardized test in a language other than English?
B) What is the rate of graduation from schools at which social promotion" is commonly practiced?
C) How rigorous are the questions on these standardized tests that pertain to English skills?
D) How prevalent is “social promotion" among school districts in more suburban areas?
E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back?
The answer to which of the following questions would be most useful in evaluating the validity of ”social promotion"?
A) Do students have the Option of taking a standardized test in a language other than English?
B) What is the rate of graduation from schools at which social promotion" is commonly practiced?
C) How rigorous are the questions on these standardized tests that pertain to English skills?
D) How prevalent is “social promotion" among school districts in more suburban areas?
E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back?
The best answer is (C). How rigorous are the questions on these standardized tests that pertain to English skills? This question would be most useful in evaluating the validity of “social promotion” because it would help to determine how well the test measures the student’s English proficiency and whether it is a fair and reliable criterion for promotion. If the test questions are too easy or too hard, then the test may not reflect the student’s true ability and may not prepare them for the next grade level.
The other questions are either irrelevant or insufficient to evaluate the validity of “social promotion”.
(A) Do students have the option of taking a standardized test in a language other than English? This question is irrelevant to the validity of “social promotion” because it does not address the issue of whether passing the test is a good indicator of readiness for the next grade. It also assumes that English is not the primary language of some students, which is not stated in the paragraph.
(B) What is the rate of graduation from schools at which social promotion" is commonly practiced? This question is insufficient to evaluate the validity of “social promotion” because it does not account for other factors that may affect graduation rates, such as student motivation, teacher quality, curriculum design, etc. It also does not specify what constitutes a high or low graduation rate, or how it compares to other schools.
(D) How prevalent is “social promotion" among school districts in more suburban areas? This question is irrelevant to the validity of “social promotion” because it does not address the issue of whether passing the test is a good indicator of readiness for the next grade. It also assumes that there is a difference between urban and suburban schools, which is not stated in the paragraph.
(E) If a student fails a standardized test, is he or she given the chance to take it again before having to be kept back? This question is insufficient to evaluate the validity of “social promotion” because it does not address the issue of whether passing the test is a good indicator of readiness for the next grade. It also assumes that failing the test is the only reason for being kept back, which is not stated in the paragraph.
