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CRITICISM:
standardized testing = standard american english!

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-More assessment choices that better align with students from CLD backgrounds
-Creating different assessment instructions that are more appropriate for students from CLD backgrounds so that we ensure that they understand what they are expected to do

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-The roots of speech and language disabilities in the early to Middle Ages speaks on how long assessing them have been around

-Historically, Anglo-Saxons were put two grades inherently superior to the ‘negro race’, which sets the precedent for racial bias in testing

-Because speech and language abilities were considered commodities for capital production in the industrial era, making testing a way to establish one’s aptitude in the workplace

-Standardized tested is rooted in colonialist and racist thinking, and in capitalism.

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CRITICISM:
- history of capitalism and how the tests are so expensive which is why they are so limited to SLPs and using the correct test for students
- it has led to 'wealth generation for the testing industry'-- more about the money than having more suitable resources best fit

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-We have seen a lack of acknowledgement of racism in standardized testing at a district level with the required screening tools (i.e. CELF-5 screener).
-However, we feel our supervisors do acknowledge the problems and do their best to paint a comprehensive picture of the child and take into account cultural/dialectal differences.
-Our schools have a bilingual SLP or translator who can help assess students in their native language.

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The norms of how kids should achieve if they are "normal" is based on how affluent, able-bodied, White, male children achieve. This is largely due to the damaging principles set forth by the Eugenics movement.

This article argues that it is impossible to have objective standardized testing because of the extensive history of racism, colonialism, classism, sexism, war, profit, greed, capitalism that governs our society relentlessly.

Bottom line: The motivations of the test are wrong.

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From our placement we have noticed that:
- Questions on standardized tests (i.e. OWLS) are not norm referenced to diverse children and therefore, some answers may be deemed unacceptable when there really aren't errors present. This is why it is so important to use clinical expertise to determine if the answers are appropriate for THAT client being tested.
- Many tests are not available in different languages so some clients may not be able to take those tests.
- Many tests are outdated, especially for post-covid times, as some children (especially of varying SES status) may not have been exposed to certain topics/vocabulary that are being tested about.

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- Utilizing more dynamic assessments for non-White students
- Understanding different cultural backgrounds/languages and what a difference vs. disorder is
- Creating standardized tests where non-White individuals are properly represented

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-More inclusive standardized assessments because there are very few options to choose from in the schools (specially for bilingual students).

-More dynamic assessments that are view as valid.

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REIMAGINING: What does practice that subverts from standardized testing and resists racism look like to you?

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REIMAGINING: What does practice that subverts from standardized testing and resists racism look like to you?

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CRITICAL HISTORY: What aspects of the history that were outlined in the article contributes to your understanding of the history of standardized testing?

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CRITICAL HISTORY: What aspects of the history that were outlined in the article contributes to your understanding of the history of standardized testing?

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"The history indicates that standardized testing is neither objective nor based on meritocracy, but is rooted in colonialism, war, and racist thinking."
This article has shown how for centuries, standardized assessments have been used to justify the continued system discrimination that encourages conformity to white, affluent, social groups.

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- "standardized testing hierarchically graded people based on their supposed difference from white European norms, in cognition and language" These biases are still present in standardized tests today.
- Standardized testing has turned into "a tool for exclusion and oppression of the disabled identities". This wrongly diagnosis children without impairment because of their differences.

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ACKNOWLEDGEMENT: Does your practice acknowledge the racist and eugenic basis of standard language ideologies and standardized testing in speech and language therapy?

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ACKNOWLEDGEMENT: Does your practice acknowledge the racist and eugenic basis of standard language ideologies and standardized testing in speech and language therapy?

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-Having conversations about the topic does not always acknowledge the deep-rooted issues leading to disparities within assessments
- Our group encountered more language differences seen in AAE vs. a stand alone language disorder and were able to identify this within the assessments used
-While we personally did not witness racism or bias shown to children at our school, we do acknowledge that this is present within assessments and noticed that they are not inclusive to all communicators