Joe wants to do well, but has been conditioned to have a fearful reaction after spelling tests are announced, due to errors made in the past. Mary does not care about the reward system (i.e., points), demonstrating that children learn in different ways. It’s important for teachers to provide opportunities for children to work with their preferred learning style. The second concept raised is the need for teachers to have a deep understanding and awareness of these learning styles, further taking this into account when planning and teaching. This concept is highlighted by the teacher’s recognition of inconsistent results within the class.
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 Their use encourages a narrowed curriculum, outdated methods of instruction, and harmful practices such as grade retention and tracking.
A bad test result can ruin a students motive for education, and if this is done unnecessarily, this is a terrible thing. An unearned good result can leave a child who needs help to move on without understanding what they need to know. A common argument that advocators of standardized tes... ... middle of paper ... ...cceed. This can only be done when the right students are in the right classes. When you give the same standardized testing to kids that are on much different levels and are from many backgrounds, you get inaccurate information on the intelligence of the child and what they need to learn.
Grading System Reform Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material.
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.
This argument goes along with the other two mentioned and explained above. There isn’t much that is positive to say about these assessments. It places so much pressure on students to perform well and pressure on teachers to teach what is going to be on the test. This brings negative energy to classrooms. An article by Greg Jouriles helps explain why we don’t need these tests.
This can be troublesome, with such requirements teachers do not have the time to teach the students each standard thoroughly enough for them to master it before the test. This also poses a problem for the students, as a student you are learning what your teacher feels is important and maybe not what the state educators feel. Also with different types of students there are different learning methods, backgrounds, and cultures (Popham, James). And the tests do not take into account the other factors that can hinder learning such as a bad home life which needs to be considered if "no children are to be... ... middle of paper ... ...fluences higher level thinking, creativity and strategies for solving problems (Popham, James). Instead of getting the students to regurgitate information when it is test day.
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.
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.
“In Praise of The F Word” is a perfect example as to why the ZAP program in my school is a pointless program that is actually hurting their students in the long run. Seeing unimportant programs and rules like this, makes kids not take high school serious. Although that is just one example, from one school, there are several different unimportant issues’ that also cause students to think of high school as a