Critiques express concern about standardized tests and insist that there should be some way to measure the excellence of students within the same context dictated by strict and uniform educational standard (Baker, 2006; Kohn, 2000). Experts, like Dr. Montessori, do not agree and counter that there are other methods that can be implemented to evaluate each child. They warn about instilling fear and anxiety in students and the consequences to their brain development (Kohn, 1999; Kunimura, 2010; Montessori, 1949; Myers, 2011). Instead they stress the importance of creating an environment that allows trial and error to maximize learning, to mimic real life situations. Proponents of the current educational system continue on and want to even deepen their Common Core Initiative, that strives to align the different state curricular into a unified whole, while basing it on the current school reform (Kohn, 1999; Ravitch, 2010). Scholars on the other hand are deeply concerned about this and refute that it disengages kids in schools and their learning. They argue that children, too, are diverse human beings, just like adults who are naturally different and that school curricular have to be flexible to allow for challenges each leaner brings along. In addition, they object and remind that children are not machines were one manual would do for all. They remind that children are born explorers and natural learners, educating this out of them deploys emotional instability, rejection and skepticism and achieves just the opposite.
Opponents then challenge that standardized testing is a objective means to evaluate comprehension and continue to hold onto the image that Common Core standards eliminate wasting time by focusing on the essential subje...
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