They can break down many different aspects of what students need to improve on and what they are already knowledgeable of. Students need to learn more than just the test information. Only studying and learning test material makes students less diverse and leads to boring lectures in the classroom. Another article written by an organization called Fairtest adds, “Some students simply do not test well. Many students are affected by test anxiety or do not show their learning well on a standardized test, resulting in inaccurately lower scores” (Fairtest).
Times have changed and continue to do so, so why are we still giving kids grades? If you have straight A’s you’re a “nerd,” if you have A’s and B’s you’re a “smarty-pants,” and then C average or below? You’re considered “stupid” or “dumb.” These are some generic labels given to kids throughout schooling because of their grades, and this can cause some unwanted issues throughout the school system. Children shouldn't be given grades, they should be given oral evaluations because grades give labels, create unnecessary competition, and don't always accurately reflect how smart a child is. Grades were intended to be beneficial to students and let them know where they stand in their learning, but they are doing more than that, not in a good way though.
The primary purpose of standardized tests is to evaluate students and show whether or not the standards of the standardized test was met in the school. However, the risks of these tests outweigh the benefits. A standardized test is not the sole test that determines the level of the student’s intelligence. Standardized tests place pressure on teachers to instruct a group of diverse students who are all on different academic levels. When students score poorly on standardized tests, school districts are coerced to lose federal education f... ... middle of paper ... ...ngle test that does not even measure the entirety of a student’s intelligence.
Critics of the No Child Left Behind Act say that there is immense pressure on school officials, teachers, students, and parents. That pressure to succeed creates a poor environment for learning—an environment of fear, rather than discovery. Such tests reward quick answers to superficial questions. They do not measure the ability to think deeply or creatively in any field. Their use encourages a narrowed curriculum, outdated methods of instruction, and harmful practices such as grade retention and tracking.
These are not measures of learning outcomes, but rather completely unrelated (“Grading vs. Assessment…”). Sometimes if a student does not do well on an assignment, then the teacher might skew or pad the results of the students work which leads to an inaccurate picture of a student’s learning. A report by the Huffington Post states that “Teachers feel compelled to ‘grade,’ any and all student work, believing that a letter or percentage will indicate to students and parents a measure of skill.” (Rubino). This quote indicates that some teachers feel that they must grade all work that is handed out. Some of the work handed out should not need to be graded.
Because of the importance placed on how students perform on the standardized tests, teachers tend to alter the strategy; they use to offer instructions and also the content in the curriculum, so students can perform better on the tests (Karr-Kidwell, Meadows and Stacie 4). The tests discourage students who do not perform well even if they were performing well in their schools. For example, students perform well in their schools but this performance is not the same in the standardized tests. Most people who get good grades in school end up failing after they seat for the standardized tests (Boaler 503). The academic system fails to address poor performance in schools and concentrate more on how schools are rated in relation to the standardized tests.
As it is presently, the TAKS test does an ineffective job at measuring where students are at academically, as well as encourages teachers to teach at unproductive level in the classroom. The TAKS test either needs to be revised or be thrown out all together if Texans hope to increase educational performance and their assessment of it. A test should not test to the “lowest” student and thus discourage learning on a deeper level but should reward hard work and scholastic achievement.
The common core state standard creates extra pressure on teachers, puts our students at a true disadvantage, and removes parent involvement from our student’s education. Teachers are our hidden gems. Although not treated as such, they are a resource that is overlooked and underappreciated. In my opinion, there are three types of teachers: The driven teacher with a passion to educate students, the... ... middle of paper ... ...repeat itself. With the new standards our children may take a test that seems confusing and they may even get a little discouraged by feeling that they have no knowledge over the subject when they truly do/ Is that what the common core was created for?
While taking the test, students realize they have not learned some of the material. This is due to poor planning on the states part because, the test is made to test above students’ grade levels. Before, when teachers were making their own teaching plans, they could tell how the test would be from past years and plan accordingly. Poor planning does not only affect the students but the teachers because teachers have to follow a curriculum blindly, they cannot teach their students how to anticipate an unexpected question. The best answer they can give is to try their best and pick the answer that makes the most sense.
These presumptions have been calamitous to the education system in light of the fact that they don't represent favoritism of schools in the edification system. For instance, schools that have profoundly taught educators, advanced material, and suitable facilities can give more to the learner than those that don't. How then can schools be required to be evaluated the same on the off chance that they are not the same? By dismissing the education of American youngsters, and not giving an equivalent thorough training to each person in every school, social order is setting them up for failure. More people will drop out of school because of failing grades in light of the fact that schools are equipping them for government sanctioned tests, and not giving a thorough training that shows them how to utilize their education, other than a test taken yearly.