1- Citation: Sonnert, G., Barnett, M. D., & Sadler, P. M. (2019). Short-term and long-term consequences of a focus on standardized testing in AP calculus classes. The High School Journal, 103(1), 1-17.

2- Summary: Sonnert, Barnett, and Sadler’s 2019 study, “Short-term and Long-term Consequences of a Focus on Standardized Testing in AP Calculus Classes,” examines the complex consequences of standardized testing in AP calculus classrooms. This research highlights the conflict between short-term advantages and long-term drawbacks of promoting standardized testing in education. This study examines the immediate and long-term effects of extensive standardized test preparation on students’ performance. The study’s surprising results show that AP calculus schools that emphasize standardized testing have short-term success. In particular, students who prepare for the AP exam score better, which is typically seen as proof that test-focused education works. However, the research reveals a concerning component of this technique. Long-term outcomes are worse for students with poorer math foundations and severe test-oriented education. A large focus on standardized testing in AP calculus negatively impacts college calculus scores, according to the research. This result raises issues about the sustainability and efficacy of teaching systems that emphasize exam prep over topic mastery.

3- Reflection: This study illustrates the many effects of standardized testing on education. It raises questions about the delicate balance between short-term exam scores and academic performance. The results emphasize the need for a more balanced education that balances immediate accomplishments with long-term learning. The research makes us consider how challenging standardized testing is and how it affects students. The research shows that intense exam preparation may boost short-term performance, but students without a firm basis in the topic may struggle. It requires revisiting instructional techniques that promote test preparedness above holistic learning. The report urges educators and office-bearers to rethink the importance of standardized testing and pursue a more balanced strategy that fosters a deeper grasp of the topic while respecting the importance of test excellence.

4- Rhetorical Analysis: Sonnert, Barnett, and Sadler are credible and experienced researchers. Their substantial publishing record and education knowledge make them recognized experts. This academic background supports the research’s results. The study’s tone is intellectual and data-driven, reflecting its meticulous research. The study’s reliability and rigor are assured by its rigorous, evidence-based, and comprehensive methodology. There are two main goals of this study. First, it intends to provide scientific data to the education debate over the effects of standardized testing on students. Second, the study encourages critical reflection on educational practices and pedagogical methodologies.

5- Key Quote: “Critics argue that, even if teaching to the test may benefit students in the short run (i.e., raise their scores on the standardized tests), that pedagogical practice does not help, and even hurts, students in the long run.” (Page 3) This quotation summarizes the research’s main finding, contrasting teaching to the test’s immediate advantages with long-term effects. It highlights the complexity of standardized testing and the need for a nuanced strategy to guarantee student’s long-term academic performance and well-being. The complicated relationship between short-term test performance and educational goals prompts a reconsideration of education approaches. It prompts readers to consider the complex dynamics of standardized testing and its effects on students learning.