“Standardized tests are now used to hold up children and schools for comparison; the scores are used to discriminate rather than diagnose, punish rather than reward” (Solley 43). Teachers are now forced to spend a bulk amount of time preparing students for the tests because it’s what determines the fate of their job. In order to encourage students to try hard on tests, schools have begun rewarding them. As more kids receive rewards than not, the kids who don’t meet the high standards feel as if they are punished. It’s true that not everyone can win in life, but test makers are simply telling kids that they are stupid and not good enough.
In order to successfully satisfy the needs of students, it is better for the policymakers to put themselves into students' shoes to measure the achievement of teaching by evaluating the students' passion and progress in the teaching process rather than only test scores or teacher evaluations. In brief, refining the current assessment system to measure the efficiency in teaching is the most important factor in curriculum reform movements. The Problem When it comes to the topic of curriculum reform, most of us will readily agree that we need to improve the quality of our teachers or to develop better education standards (Alters, 2012). Where this agreement usually ends, however, is on the question of how curriculum reform satisfies the students’ needs in learning. Whereas some are convinced to rely on standardized test scores to determine the efficiency in public education, Linda Darling-Hammond (2011), an American educator, maintains that these assessments do not benefit the students’ academic performance; and school education should focus on providing quality education to the children.
Standardized testing puts a tremendous amount of pressure on students and trains them to think a certain way to ensure good test scores. Students may begin to search look for the fast and easy answer when doing school work, this is harmful to their learning and leads to bad habits that may be hard to
Both Gatto and Graff proved this by explain how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students. Also, curricula should bring a balance between making a school a place for obtaining information, and accommodating the educational demands for each individual student. It is imperative to understand that reforming the academic system, by fine-tuning schools to have its students learn what exactly they are interested in, will lead to having students accessing their full intellectual potential.
Though this is with good intent, it can... ... middle of paper ... ... test scores lower than their actual capabilities. This makes standardized testing a fallible source for statistics regarding a school’s progress in improving the education of its students. These results demonstrate a need for our federal government to further understand the education system and the impact of their decisions on the children of the United States of America. The goal of teaching all children and providing them with equal opportunities has diminished the quality of education in America; however, this problem can be solved. By working with teachers, professors, and even students, lawmakers should be able to predict these adverse effects and prevent them.
But the curriculum with nontraditional subjects has several effects. In her passage “An Army of one: Me” Jean Twenge discusses about self-esteem curriculum. Although the authorities who carry out these self-esteem programs promise that it will improve the future of the students, it is making the future of the student worse. In, “An Army of one: Me”, Twenge argues how schools conduct self-esteem programs and what kinds of effect do these programs have on children. Twenge says “Many school districts across the country have specific programs designed to increase children’s self-esteem, most of which actually build self-importance and narcissism” (765).
This teaching to test method has immensely impacted subjects such as art, history, and PE that are considered less important by teachers. Educators now plan their curricula around state... ... middle of paper ... ...d accountable for the knowledge that is taught in their classrooms. The teaching of our nation's children is too important to be left in the dark. I recommend attempting to assess students' knowledge with skills, such as their ability to write effective essays, their ability to use lessons from history and relate them to current events, and their ability to solve appropriate level mathematical problems. Lastly, in today’s competitive society it is so easy to fall through the cracks and be turned away for mistakes beyond our control.
Because of this sense of fear and stigma of being wrong placed in the classroom, and a huge focus on standardized testing, our potential to become creative, imaginative thinkers is hindered. Adolescence is a crucial time for development, and one skill that we should continuously nurture and practice is creativity. This is the kind of conclusion Ken Robinson comes to in his Ted Talk, How Schools Kill Creativity. Robinson makes note that ¨because of this lack of development, we could potentially grow up to be adults that can never come up with anything original." Kyung Hee Kim, a creativity researcher at the College of William and Mary, stated that since 1990 children have become “less able to produce unique and unusual ideas.” He explains how he believes that the program instilled in our educational system, No Child Left Behind, has really hurt creativity: “If we just focus on … testing, testing, testing, then how can creative students survive?"
Test-teaching has become so common that students may actually take classes helping them to improve test scores, and whole days of public school are spent teaching kids better and faster ways to eliminate wrong answers (Gallagher). Such usage of classroom time and faculty effort is by no means useful to any child?s education, and its pervasiveness is unacceptable. Indeed, the pervasiveness of test-teaching is now remarkable. Former president of the National Urban League Hugh Price urges parents to ? ?make certain your children can pass?a... ... middle of paper ... ...on Gale.
Standardized testing is causing students to devote time, energy, and effort into examinations that are said to be the evidence of a student’s capabilities but in fact, only show how well a student can test. Taking these tests is not an affective way to show the skills and capabilities of students. Today’s students are being stripped away from a valuable education because they are being forced to improve and prepare for standardized test. Taking a generic test cannot show work ethic, drive, motivation, and many other aspects of a student’s life. The weight that is carried on taking standardized test is far greater than the positive externalities of the test itself.