In the essay “More Testing, More Learning”, Patrick O’Malley, the author, states that he thinks college professors should test students more often to enhance their learning. Patrick declared that semester finals or midterm exams are causing much unneeded stress on the students. O’Malley thinks that if professors gave more tests, quizzes, and homework during the semester, maybe the students wouldn’t be so stressed out about one final test. Also in his article, he explains why having more of these tests and quizzes would give the scholars better studying habits. More tests and quizzes, equals more studying. Some professors disagree with the method of more testing because of the fact that it might take up much needed class time. Some classes only meet every few days, and if you are testing on most of those days, how are you going to learn new material? …show more content…
Overall, “More Testing, More Learning” was a very good essay. Patrick excelled in using many different writing strategies, using statistics and stories pertaining to his main idea. Not only did he use credibility to better his main point, he also included much background information on his topic. Although he gave background on what other students did or felt, he struggled with telling the audience any of his personal struggles with taking midterms. Also a slight downfall of the paper, O’Malley did not do a very good job at using appropriate language. Sometimes he would use very strong wording, but in other parts the wording was unclear. Finally; author Patrick O’Malley did an amazing job of keeping close to his main theme throughout the entire article. “More Testing, More Learning” was an incredible
(43). Berger gives some insight on what she thinks is the best way to invest in education. She states that she would reduce and adjust how often the standardize tests are and that parents are the ones that need to get involved in their kids’ lives for their children to succeed. Through this information not only students will see the damage that teaching to the test has done, but also the damage to society. The society needs to understand the importance of challenging a student in their education and not letting a student’s simply go through the phase of higher
Student Sudhanshu Pandey, was a happy, normal teenage boy who didn’t look like he would succumb into depression. On march 4, Sudhanshu seemed unusually reluctant to go school. Later than day his parents found him in his room hanging from the ceiling fan. Sudhanshu left a note, explaining how all the pressure and stress in his life from test exams has taken over. Not only has Sudhanshu Pandey been depressed and stressed from testing, its all over the world.
Inside the May 2015 magazine issue of Education Digest, Christopher de Vinck describes A Failing Grade for the Notion of More Testing. Vinck has been a teacher and high school Language Arts supervisor in public education for 40 years and simply does not understand the purpose of standardized test. He believes politicians are plain lazy people who do not take part of improving the education system and wants to bring an end to the useless test they have made. Vinck wants politicians, parents, and teachers to know that the real education reform will take place when we unite to work with a child one on one. Pew Research center informs us that 41% of children born today are born out of wedlock.
Teachers may do this because of the consequences due to low scores on high stakes testing, which include negative labels for schools, potential loss of merit pay, and even the possibility of losing jobs (Enz, Bergeron, & Wolfe 196). High stakes tests also may distract teachers from inspiring their students to actually learn, by having students mindlessly memorize facts related to the test (Enz, Bergeron, & Wolfe 194). This teaches students to remember information until the day of the test, then after that, the content is not retained because the significance of it is not apparent. Teaching to the test also fails to encourage creativity and individuality in the classroom, since all students are expected to learn the same information in the same
Test make us like zombies. Every year we take around 1-3 STAAR exam 's depending on if you passed previous ones or your grade level. After a day that we are stuck in a class taking a test that gives result 's based on what you learned throughout the year, we the student 's, are too tired physically and mentally to deal with anything and that includes homework. We do not need to take test, we need to learn to grow up to be well-rounded adults, to be prepared for society and all of its forthcoming. We need to learn and understand what they are trying to educate us on so we will not be doomed to repeat the same mistakes that society has already passed through.
What did you learn from the information presented within the chapter? (Please be specific) From Chapter 1, I understand how some policies and laws in regard to education can be harmful to the student and stressful to the teacher. Though with good intention to improve that quality of education in America with teacher accountability with being link to standardized testing scores and government funding for education, this has left the educational system at its weakest because every student is require to take state mandate test. However, not all students learn the same and inclusion allows students with disabilities (no matter the type) to be included in the classroom. Chapter 2 newly incorporated knowledge provides me with the understanding of how the many and different types of assessment are used and who they apply to.
Tests should be low-stakes, flexible questions and evaluations should ask for thoughtful responses and not multiple-choice guesses, and a reinforcement of the fact that tests are not the “be all, end all” when it comes to the goal of the education system. By doing this, we would give
Obama Administration Calls for Limits on Testing in Schools On Saturday, the Obama administration declared that the push for testing in the nation’s public schools had gone too far, and urged schools to step back and make exams less onerous and more purposeful. Specifically, the administration called for a cap on assessment so that no child would spend more than 2 percent of classroom instruction time taking tests. A survey, also released Saturday, found that students in the nation’s big-city schools will take, on average, about 112 mandatory standardized tests between prekindergarten and high school graduation, adding up to eight tests a year. In eighth grade, when tests fall most heavily, they consume an average of 20 to 25 hours, or 2.3 percent of school time.
The time that students spend outside of class studying for standardized tests could be used for something more productive. The school also has to create a modified schedule so students can take the standardized test- it will most likely result in shorter class periods, cutting away from valuable learning time. These tests waste incalculable hours during the school day and outside of
In one school, the vice principal estimated that 37% of the month of October was given to testing, but only 33% of the students who took the test passed. The relentless and constant stream of tests force teachers to turn their class curriculum into a month long cram session that doesn't actually teach students. In order to cope, students learn to parrot back facts without any real understanding. A study conducted by Kyung Hee Kim of the School of Education at the College of William and Mary shows that creativity of American students has been in decline since the 1960s. Kim goes on the blame the “No Child Left Behind Program” as one of the reasons for this decline , stating that “Standardized testing forces emphasis on rote learning instead of critical, creative thinking, and diminishes students’ natural curiosity and joy for learning in its own right.”
Many students either care too much about the tests, and therefore try to cheat, or they don’t care enough about the test, making the results worse than they normally would be. Ryan Deffenbaugh explains that one college, along with many others, no longer requires test scores for applicants because there were many arguments that “the scores are not a great indicator of future success in college, and that a billion-dollar-test prep industry creates an unfair playing field for students from families with lower incomes” (Deffenbaugh, 16). This college, Purchase College, is one of many that has the opinion of standardized tests being unreliable when accepting students. They don’t show true intelligence because anyone can get some luck when guessing. An article states, “Kids learn early on that they don 't have to think outside the box, they don 't have to be creative, collaborative or be critical thinkers.
The way we test takes up time that could be used to learn something new. The first piece of evidence that I have, is that the tests cause stress to many people. The text stated, “Tests cause lots of stress and anxiety to people.” Some reasons are that parents believe that teachers have been “teaching to the test” throughout the years.
Teachers are giving you pratice test after practice test trying to get you ready for the real one when they should be trying to teach you what you need to know for those tests. In the classroom,there are more opportunities for people to learn at their own pace and in their own way,but when taking all of the test they are required to take,it makes it harder and harder for that to happen,”It has been suggested that performance assessments, popularized as an important component in educational reform movements, will reduce differences among groups because they provide students with hands-on opportunities to demonstrate their knowledge and understanding of how to solve problems rather than requiring students to simply recall facts” (Shavelson 4). When people are in any classroom setting they would much rather learn things to help them in their future they just recall facts that have no relevance to their lives or career choices. Preparing and studying for a test that revolve around topics that have no purdance in your life as well as a waste of time and money,yes in school you have to learn some things that you most likely will never use but that comes with being in school,but having a whole test revolve around things you will not need is just a waste. So why waste all that when you could use all that time and money for things that
It is generally accepted that testing encourages and gauges students’ learning, although most students would agree that education would be a little bit more enjoyable if they took fewer tests, given that the tests contain a lot of marks at stake (Dunlosky et al., 2013). Hence, the idea of self-testing as a form of practice testing is a reasonable idea. When students do self-testing, they test their memory, what they have learned, what have they revised; anything they can recall from memory. Through this, they can gauge their own performance and where they stand in terms of comprehension and understanding, much like how teachers do when testing students. Hartwig and Dunlosky (2012) believe that “self-testing by recalling the target information boosts performance on subsequent recall and multiple-choice tests of the target information, and it also boosts performance on tests of comprehension” (p. 131).
Learning occurs in many ways and no two learners learn the same way. Different people possess different learning styles; they prefer some certain methods of learning over other ones, mostly while even not being aware of this fact. Ellis (1986) says "variability in language-learner language is the result of not only contextual factors, but of individual differences in the way learners learn an L2 and the way they use their L2 knowledge. It is probably accurate to say that no two learners learn an L2 in exactly the same way" (p. 10).