‘‘Learning is about so much more than just filling in the right bubble… So we’re going to work with states, school districts, teachers and parents to make sure that we’re not obsessing about testing’’(Obama). Standardized tests only evaluate a student at a singular instance during the school
Standardized testing was once a good idea, to test the students’ capabilities and to see how they compare with other districts, but teachers teach using different methods and focus on different issues. What they think is important may not be what other teachers feel is important or what the state thinks is important. So, as a student you learn more about what the teacher deems important, but are evaluated on by what the state thinks is important. Standardized tests are not a reliable way to evaluate someone’s intelligence. This brings us back to what the students were taught in class and how it has been assimilated.
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 tests are actually impairing and inhibiting the educational growth of students because teachers have to teach to the test and not stray from the boundaries at all for fear of low test grades. This may sound like a good thing to most people, but in all actuality, teachers are only teaching the students how to pass tests, not how to think critically and how to learn to love learning. An interview from seventh grade teacher Sherri Empey revealed how she felt about teaching to the test: “I cannot stray from teaching what is on the test at all for fear of having my students place low on the tests. This means that I can’t delve any deeper into any subjects and can only teach the bare minimum, or in other words, what is on the test. I have to pound these ideas into their heads to make sure they can pass ‘the standard,’” (Empey).
Of course, others might say that this is not the teacher’s fault but the parent’s instead. To that, I would reply, “Well, why aren’t the teachers doing more to prevent it, such as publicizing this situation, instead of readily surrendering to the pressure?” I once had an English teacher, who at first seemed ready to make her students reach their potential, but after many students complained to her for being too hard and parents calling in, she became more relaxed on grading and barely cared about teac... ... middle of paper ... ...ur children, our nation, will be a struggling journey. As long as teachers are able to change their ways, we can still turn this around, but if not, then we can say ‘goodbye’ to that hope, and ‘hello’ to a bleak future. Works Cited Goldstein, Dana. "Grading Waiting for Superman."
I like how teachers have the option of showing what they want to work on throughout the year or semester. Right now though, our current evaluations are not used for teacher growth. I know a great amount of principals who use the current system to get rid of teachers. Ideally, we would want all teachers to move fo... ... middle of paper ... ...et with teachers, these are the two things I focus on. I know state test scores are important, but that is not my focus and it is not why I became an administrator.
Considering our students, the education system has left myself as well as many other students battling with weaknesses due to the constant worry to compete rather than teach. The requirements and the motives of No Child Left Behind has made a negative impact on myself, due to teachers teaching the test in order to keep their funding. The Common Core and No Child Left Behind are both numbers driven. While teachers focus on keeping their funding, the government is focused on ranking and less about the minds of our future, our students. No Child Left Behind requires standardized testing, which requires students in a state to take the same test as everyone else under the same conditions.
Certain guidance is needed, but from the people we trust, from the ones that are on our level. But having these skills is not worth a thing if we do not know how to express and present our thoughts. Parents and teacher, naturally, want the best for us. They become focused on the upcoming standardized tests. Tests that are computer generated, multiple choice questions that tell us nothing about the students' ability to reason, hypothesize and analyze the information.
And very few short stories. It 's mostly nonfiction, because that 's what will be on the tests. Any books I teach outside of the curriculum will harm my students ' scores on the tests that evaluate them and my performance” (Williams). Williams uses real world examples from teachers to support the impact of curriculum caused by standardized testing. Williams provided an example of a teacher who believes the importance of curriculum has changed since the increase in the importance of standardized testing.
After going through high school and now being in college, I have realized that high school can be sort of a joke because it often does not fill its mission. High schools waste students valuable time, on drilling unimportant information and enforcing pointless rules. Students should use that time to be getting educated for the real world and not to just pass a test. Although preparing for standardized testing is very important, schools need to focus on educating students on how the world works. Many aspects go into creating an effective high school program.