The primary objective of education regards learning. Furthermore, parents invest a lot of capital to ensure that the students is being kept equipped with a quality education. Also, the scholarships present a challenge to both the students and the school faculties in that both parties have a feeling of entitlement and also reprimand fears regarding the value of the investment on the students (Johnson). Grade inflation means that the education system becomes less rigorous thus lessening the effectiveness of training in the higher institutions. The reduction of efficiency in the universities negatively impacts on the college diploma by reducing its worth.
Getting good grades is already hard enough, and the pressure will not help their cause. According to the National Education Association, (NEA) “Many teachers also say paying students for grades leads to practical problem in their classroom, including pressure to inflate grades.” This could help your child double check his/her answers. However, you are also giving your child anxiety. Anxiety could lead to your child getting depressed and later killing him/herself. Suicide is not a joke.
In Alfie Kohn’s argument, “Who’s Cheating Whom?” he explains that cheating happens because students are not engaged in class because of a few different factors, like a lack of interest in a subject, or the pressures of getting good grades instead of learning. He states evidence from different experiments, allowing him to appear more credible, showing that students are more likely to cheat because their school puts more emphasis on how well students do on tests and homework versus how much is being learned in class. Kohn effectively argues that if students were truly engaged in what is being taught, and learning was more encouraged than memorizing and passing a test, cheating would be less of a problem. In simplest terms, cheating is wrong because teachers cannot accurately assess how much is being learned in class, and what they need to improve on the next time they teach that lesson. Kohn stated, “when teachers don’t seem to have a
Grade inflation has been rising in education in the United States. Stuart Rojstaczer and Phil Primack both have arguments about grade inflation. They both see how it is affecting the quality of education. Today, the expectations and pressures to receive the higher grades takes its toll on the students and the professors. Rojstaczer and Primack make their points about the widespread occurrence of grade inflation affects the credibility of earning a degree.
Standardized testing has become a very controversial topic amongst the nation. There are two sides, one that agrees that these tests are doing well for students and school officials, and another that argues that these tests are hurting the students taking them and should be put to a stop. Norman R. Augustine wrote an article for the need of standardized testing, and Jessie B. Ramey States the ways that the tests are impairing the learning capability of the students. Norman uses three arguments that people opposing the standardized test would most often use. The first is that these test encourages the teachers just to “teach the test”, but he ensures that, this is exactly what the teachers should be doing.
Grade inflation is a colossal issue in our nation. It has hit an all-time high in our education system. Grade inflation is awarding higher grades to students that do not deserve the high grade he/she received. It is usually done to help the school maintain its academic reputation, benefit a teacher’s approval rating, or keep a certain ranking. It basically a raise in the average grade given to the students to benefit for someone else’s gain for a bigger purpose.
To ensure that teachers do this, teachers get either punished for poor scores or bonuses for good scores (Morgan 70). This can be extremely unfair to teachers because of the diversity of students. Students who are non-English speakers and those who have special needs will often produce lower scores, and this factor is largely out of a teacher 's
Their lack of education is glorified in their simplicity and their trusting manner. It is viewed almost as a virtue rather than as ignorance. Orwell’s own personal life may have contributed to this biased perception of the educated. In his studies as a child, Orwell was unpopular among other students. He noticed that his richer peers were treated better by his teachers, and he could not continue his higher education because of his own financial problems (“George Orwell Biography”).
In recent years, the number of people who have been attending university greatly increased, consequently, arguments have continued as to whether students should pay for this prerogative or not. With no doubts, everything has its two sides and the problem of whether the university fees should be paid by taxpayers or not is not an exception. Still, there are people who believe that authorities should take the responsibility for funding the university fees. However, others disagree and opine that it is solely the responsibility of students to pay for their higher education that is in a direct connection to their prospering future career and life in general. In this way, it is important to review both sides of this controversial question.
Some families are performance oriented and so demanding that you have to do well in class, get a good grade and hence get a nice job. This pressure is one of the most dangerous of all since the student will not be having someone to run to when things get tough and hence being a big-time pressure to the college student. Peer pressure. It is said we do not choose family, but we choose friends. Peer can be as source of happiness if chosen wisely and they can be a source of pressure if chosen otherwise.
In Kurt Wiesenfeld’s article “Making the Grade”, he address the issue that students want a higher grade than they deserve. He goes on to prove this be by giving examples of previous students that he has had and what can happen when students get the grades that they want and not what they deserve. In Wiesenfeld’s article he states that about ten percent of students that take his class do not care about their grades until final grades are over. “You might groan and moan, but you accepted it as the outcome of your efforts or lack thereof,” Wiesenfeld stated. He also goes on to state “If they’re good at getting partial credit but not at getting the answers right, then the new breaks or the new drug doesn’t work.” He also goes on to give examples