Simple Argument 2:
While schools may be wanting to use stealth assessment to strengthen relationships between staff and students, stealth assessment can actually damage the relationship between teachers and students. If school boards want to use stealth assessment to create intellectual and emotional profiles, most likely that information will be shared with teachers because they interact with students on a day-to-day basis and have a higher chance of bringing a change if a change is needed. The relationship between a student and a teacher is a relationship that can affect a student’s progress in his/her education and their marks. Teachers commonly don’t have biased views for kids but by getting exposed to the stealth assessment process,
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When a teacher is exposed to the intellectual and emotional profiles gathered by stealth basement using social media, they learn more about the student’s nature, hobbies, personality and preferences which can cause a change of view towards a student. For example, if a teacher likes a specific sport and while exploring a student’s profile they find out that one of the students also prefers that same sport, the teachers can develop a biased view for that students and favors him. Not just limited to sports, if a teacher and a student have something very in common or are complete opposites, a biased view can occur which can affect the student’s success in his education depending on if he was favoured or ignored. For example, if a black teacher were to see a social media account of a white child and saw posts and comments against black people, the black teacher would develop a biased view towards the white child where the teacher could not give enough attention to him. This relationship between students and teachers is a delicate relationship they handle the future success of many students and to prevent any inequality, teachers should not collide with the stealth assessments because it can …show more content…
The passage states that the relationship between students and teachers is a delicate relationship. For the relationship to be “treated with care” it shows that this relationship between a student is important. When a delicate relationship and social medal collide, there can be some unexpected actions. It implicates that when a teacher sees a social media account of a student from stealth assessment, that relationship has a chance of going in a different direction where it changes the relationship between students and teachers. The relationship can change many views as it teachers can develop a personal preference for the student which causes inequality to other students or teachers can develop a certain amount of hate for certain students. It states some teachers do see the education potential of social media, but when it is not used for direct education purposes like Edmodo or google classroom, and in this case of stealth assessment where it is not used directly for education, it can lead to the personal and social lives changing. The passage refers to “boundaries” and those boundaries refer to teachers not getting too close on social media accounts to a student in a way that a big changes brought. When those “boundaries” are surpassed, their lives lead to “unexpected ways” The “unexpected ways” refers to big changes brought which can be when a teacher becomes
The transparency that social media and today’s technology brings allows the teacher and student to be innovative in how they approach lessons, not only for ourselves, but for kids and adults all across the world. Ultimately, it’s important as a leader and building administrator to remember “what is best for kids” and to allow them to experience growth from everyone around them, even if it’s from the negative side.
She explains how standardized tests, such as the one her students took, were designed with numerous interference techniques, included questions which were above-grade material, and were administered with inadequate time to answer the questions being presented. Stahlman goes on to express her frustration with a standardized test which was administered to her students by saying "I watched in horror as my precious students, who were gifted poets and writers, inquisitive scientists and mathematicians, lovers of books, remarkable artists, and caring learners, were forced to silently attempt to master a test that was designed to trip them up." (Stahlman 242) The author also states how these standardized tests seem to be high-stakes in nature due to schools being labeled and ranked according to their scores and teachers being rewarded due to their students achievement in these tests. This article serves as one of my stronger arguments for my case compared to my other sources, due to its exemplification of how the proliferation of such tests is alarming and how the standardized testing of students at such a young age is not appropriate due to their cognitive development. The article is also useful in the sense that is provides a valid and sound argument for the opposition of standardized testing. I will be implementing this source into my argumentative essay by providing examples from Stahlman's text on how bizarre standardized testing might seem when it comes to the assessment of students, especially at such a young age. It will also serve as a good source for proving how much of a bearing standardized tests hold on the assessment of not only students but teachers as
The. Standardized Testing and Assessment Do Not Improve Education. Education: Opposing the Viewpoints. New York: Greenhaven, 2005. 151-54.
Cheating can be a common routine in a classroom—from copying work on homework to copying answers on a test. “Cheating by teachers and administrators on standardized tests is rare, and not a reason to stop testing America's children” (Standardized Tests). This statement is proved false by the fact that thirty-seven states have been caught cheating by “encouraging teachers to view upcoming test forms before they are administered” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). If teachers can view a test before it is administered, they can teach to the test so that their students’ scores are higher. Teachers who have viewed the test can then “drill students on actual upcoming test items” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). This is morally wrong since teachers who do not have the access to an actual test or those who refuse to view it do not know what would be on the test and cover a broad domain of material, not just specifics.
Since the U.S. Congress passed the No Child Left Behind program, standardized testing has become the norm for American schools. Under this system, each child attending a school is required to take a standardized test at specific grade points to assess their level of comprehension. Parents, scholars and all stakeholders involved take part in constant discussions over its effectiveness in evaluating students’ comprehension, teachers’ competency and the effects of the test on the education system. Though these tests were put in place to create equality, experts note that they have created more inequality in the classroom. In efforts to explore this issue further, this essay reviews two articles on standardized testing. This essay reviews the sentiments of the authors and their insight into standardized examination. The articles provide sufficient evidence to demonstrate that standardized tests are not effective at measuring a teacher’s competency because they do not take into account the school environment and its effect on the students.
Standardized tests have been used to see how much a child has learned over a certain period of time. These tests have been a highly debated issue with many parents and just people in general. In the article “Opting out of standardized tests? Wrong answer,” the author Michelle Rhee argues that people should not be trying to opt out of standardized tests because it allows the country to see how much a child has learned and the things they need to improve. On the other hand, in the article “Everything You’ve Heard About Failing Schools Is Wrong,” the author Kristina Rizga argues that standardized tests are not an efficient way to measure a student’s intelligence. Rizga better proves her thesis through the use of solid argumentation. Rizga is more
“School can be a tremendously disorienting place… You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling… You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.” (Rose 28)
A nationwide investigation also reviled school across the nation were involved in changing test scores. In order to stop this cruel and I think criminal intent on our children we must understand different learning habits. Also understand the environment of the child. The environment plays a strong role in how our children learn and are able to grasp what is being taught. Most importantly we must be patient. Every child does not learn one the same level. We are all different in so many ways. The teaching outline should reflect our unique characteristics. Let’s use the universalization test. What would the United States be like if every educator changed test scores? We would be a nation of inadequate uneducated individuals. We have an unwavering responsibility to our children.
Parents and advocates of education can all agree that they want their students to be in the best hands possible in regards to education. They want the best teachers, staffs, and schools to ensure their student’s success. By looking at the score results from standardized testing, teachers can evaluate effectively they are doing their job. On the other side, a proponent for eliminating standardized testing would argue that not all students care passionately about their education and will likely not perform to expectations on the test. However, receiving the numerical data back, teachers can construe the student’s performances and eliminate the outliers of the negligent kids. Teachers can then look at the individual scores and assign those outliers to get the help they need in school. This helps every student getting an equal chance at education. Overall, taking a practice standardized test can let a teacher look at individual questions and scores and interpret what they need to spend more time on teaching. A school also can reap the benefits from standard testing to ensure they are providing the best possible education they can. The school can look at the average scores from a group and hold the teacher accountable for the student’s results on the test. The school can then determine the best course of action to pursuit regarding the teacher’s career at the school. By offering teachers and schools the opportunity to grow and prosper, standardized testing is a benefit for the entire education
tests were primarily employed as measures of student achievement that could be reported to parents, and as a means of noting state and district trends (Moon 2) . Teachers paid little attention to these tests, which in turn had little impact on curriculum. However, in the continuing quest for better schools and high achieving students, testing has become a central focus of policy and practice. Standardized tests are tests that attempt to present unbiased material under the same, predetermined conditions and with consistent scoring and interpretation so that students have equal opportunities to give correct answers and receive an accurate assessment. The idea is that these similarities allow the highest degree of certainty in comparing result...
Alfie Kohn, author of The Case against Standardized Testing, recalls a specific incident of how children are being cheated out of valuable class time. He states that a school in Massachusetts used a remarkable unit, for a middle-school class, where students chose an activity and extensively researched it, and reported or taught, it to the class. This program has had to be removed from the course curriculum in order to devote enough time to teaching prescribed material for their standardized tests.
Cohen et al. (2010) wrote that assessment can be a major contributor to raising standards in schools in terms of teaching, learning and student achievement. In addition, if assessment is properly handled with consistency, reliability, validity and rigour, it can have a possitive effect on learning and can improve students' own understanding of how can they learn more effectively and improve.
So what’s the big issue with traditional testing methods? They’ve been instituted for years and no one seemed to have a problem before now. Well, in the past decade, the nation’s citizens have become increasingly compassionate towards students and their individual needs. President George W. Bush has gotten generous praise for his No Child Left Behind Act of 2002 as a result of popular concerns among communities across the country. While the act may still have areas in need of improvement, it illustrates that educators, parents, and students alike have been desirous of reform within school systems. “The number of calls complaining about high-stakes exams coming from parents...are increasing, and is a reason for concern” (Report, 2001). The recent act caters to the actualization that students are different from one another, and in order for teaching and learning to take place in a non-discriminatory manner, adjustments must be made. According to the Educational Resources Information Center (ERIC), “Alternative assessment is any form of measuring what students know and are able to do other than traditional standardized tests. Alternative forms of assessment include portfolios that are collections of students' work over time, performance-based assessments, and other means of testing students such as open-ended essays with no single correct answer, and project work that involves collaboration with peers” (2000). Students learn in many ways. Some learn by listening to lessons and may prefer an environment with the aid of music and rhythm. Others may be visual learners who gather information by looking at photographs or watching videos. There are still others that learn kinesthetic...
Students ignoring school rules and policies students operating online often times forget the school rules and policies as they often times do not make the connection with social media and the school and the fact that anything posted on social media tools does have an impact on the school. There is also the risk of students posting things on social media sites that can have a negative impact on them in the future. For e...
One problem students face, resulting in lower grades, is the distraction that social media has the ability to cause in school. The desire to go on social media in class, results in students not paying attention and eventually lower test scores. (Lederer 1) At some schools teachers are oblivious to the fact that students are on Instagram, twitter, and many other applications f...