It alienates those who don't do well and discourages them to do better by categorizing them as failures. They are excluded from the rest by not being good enough, even though some may have other skills that are not tested on, such as creativity. Students are learning to study only to get good grades and to pass tests, rather than learning material beneficial to their future careers. They are analyzing tests and creating methods on how to solve them, contrary to applying what they have learned in class to solve real-life problems. Schools are narrowing their students' capabilities by standardizing the curriculum to meet the requirements set by the state.
It seems there cannot be one without inevitably having the other. The question is, what is the difference between the two and how is it affecting the instructors? The defrauding the system or even deceiving in some way, can is categorized as cheating. In the case of a classroom environment, it refers to a student taking an examination or test in a dishonest way because of improper access to answers. In a way, plagiarism almost defines cheating and narrows down the definition of cheating by taking the work of another person and taking the credit as one’s own, therefore “cheating” the system and even the student themselves out of what could have been a valuable learning opportunity.
I constantly worried myself with what all of my friends and classmates were getting in comparison to what I would get, leading to an unhealthy thought of academic success as a competition. As a big math and science student, I would focus the majority of my time towards my biology and calculus courses in high school and then continue to take easy writing and English courses because I thought that if I took a hard writing course, it would hurt my GPA too much. Even though grades do provide the desirable incentive to perform better, they also cause the undesirable effect of restricting student learning. I kept limiting myself to what would keep me in the running with my friends versus letting myself to explore different subjects and disciplines, like creative writing or the humanities offered at my high
In the article, Instructing Students in Academic Integrity this issue is addressed and there has even been a survey conducted on this matter which show that some have issues in differentiating between cheating and not being academically dishonest. There perspectives have changed because cheating has increased dramatically and to some has become a normal thing to do. This can is problematic because what if they become so familiar with being academically honest that they become really at passing another person’s work as their own. This means detecting whether or not someone is being academically dishonest will be even more difficult making it more difficult for schools to find out who is
As someone who is going to college to become a teacher and will be involved in education in a few years, I will have to prepare my students for standardized testing. Such as the ACT and the SAT. Many individuals point out many problems with the standardized testing and state how unfair it is. They believe that it puts way too much pressure and stress on the students and don’t believe to think is truly shows the students
In both college and high school, “students are forced to take classes they hate” (Raskin 25) , which plays a role in them turning to cheating to receive that passing grade they need. Students feel the need to cheat as if that is going to be the only option to pass any class. Surveys provided in the article “The Whistleblower Effect” prove that many undergraduates are under constant stress and are very worrisome so they turn to cheating. As if cheating was not irresponsible enough plenty of students also turn to drugs to relieve the stresses they face in schooling. Why is cheating so popular?- an individual might ask.
These students know that their may be dirty looks, or harsh words. That is still to this day something that happens. According to Sonali Kholi of The Atlantic, ""On top of the issue of paying for college—often without in-state tuition or financial aid—and the stress of illegal status, undocumented undergraduates in the U.S. also find themselves wondering whether a college campus is "..undocufriendly. In other words, is it welcoming to students who are not in the country legally?" (Kholi).
For instance, if a professor does not sit well with students that did not do well in his/her class then they might have more negative evaluations because they did not perform like they would have liked too. Typically a very happy or very unhappy student will be the one to fill out the course evaluations (Kamenetz, 2). This is very difficult to evaluate a professor off of these scores because the university will usually average these results. Another issue that some faculty may not have had the experience with the student like other professors may have had which can relate to upper-level classes having fewer student so there is time for a relationship to be made. Another way to evaluate the way a professor performs in the classroom is to
In the article, “Creating Awareness of Plagiarism Among Postgraduates in a Postgraduate Course Through a Talk”, Author, Khazriyati Salehuddin states, “Ignorance has been identified as one factor that contributes to students’ excessive plagiarism.” Some students may feel as if they aren 't “smart enough”, so decide to plagiarize in order to feel more intellectual. The lack of support for these certain students can make it even worse. Other issues that contribute to this issue are students thinking it will provide a successful future. Students are having the mentality that academic dishonesty will lead them to a successful future. In the article, “Academic Dishonesty in Online Courses: Considerations For Graduate Preparatory Programs in Higher Education”, Author, Steven Tolman (qtd.
Students from different nationalities are evaluated differently in terms of their intelligence. This argument is directly linked to discrimination and its effects on students. In many regions worldwide, discrimination interrupts the process of education and causes peer pressure on the subject of discrimination. Research studies show that pressure from peers is one of the main causes of low grades (Ann, 2011). This study advocates the claim that nationality affects academic life because variance in nationality acts as one of the source of discrimination in schools which in turn, initiates peer pressure.