Standardized Testing: Inaccurate or Adequate? Standardized testing is a popular tool used by a lot of schools and universities to measure the qualifications of a candidate attempting to enter a program, university, or even a high school. These tests are designed in such a way that they offer a consistent reference to school and university administrators in order to determine whether the applicant has the necessary skills to succeed in future academic endeavors. These tests usually have multiple choice questions and the applicant is awarded a grade based on a point system. Some argue that standardized testing is an inaccurate tool and cannot really measure the intelligence or knowledge of a student.
I did the same for the cohort students’ total score data. I also chose to run a t-test comparison between the two sets of students on the number of questions they answered correct in the category of ethics and integrity. I followed the same procedures as the total score data in order to copy and paste the number answered correctly data. Even though I was not comparing total scores to number correct scores, I was careful to ensure the numbers corresponded to the correct students. Once the data was ran through the Excel program, the results were put into two different tables; the first table was the results of the
Unit 6, Assignment 1. Name Institution Section 1: Data File Description The academic performance in class is measured through the exam metrics such as the GPA. However, the GPA may show the performance but not the several factors that define the overall outcome of the GPA. Some of the factors that may affect the GPA score is gender. This paper seeks to find out if there is any relationship between gender and the GPA performance.
Lastly, I would like to express my great disappointment in the experience with Professor Nuzzo in this matter and the way the issue has developed. The Grade Appeal system is afforded to the students at St. Francis and it should not be construed as a personal attack against the professor or the school as if I was to “attempt to dictate how I should be graded” or I was “attempting to rewrite the syllabus and rubric.” Regardless of whether or not students’ appeals are ultimately approved, the students should be allowed to appeal their grades when they believe there are reasonable grounds to contest; And it should provide the student with an opportunity for a meaningful review without being accused or scorned. I find Professor Nuzzo’s tone of voice in her response to my grade appeal extremely hostile and contemptuous. I have been a student at St. Francis since 2014, and have never experienced such difficult communications with any professors at St. Francis before. I have always enjoyed the classes taught by many different professors with various backgrounds at St. Francis.
Damian Cooper’s book “Redefining Fair” is dedicated to providing insight, resources, and support to teachers when considering differentiation within the classroom. His central argument is that the greatest obstacle to differentiation within a classroom is outdated beliefs of fairness. Cooper’s work is directed toward breaking down such obstacles through the various sources, advice, and viewpoints. It is possible to be a teacher who successfully implements differentiation within the classroom in all areas that benefit the students maximum education and potential. From the beginning of chapter one Cooper defended and argued his thesis effectively.
He argues that “changes in grading have had a profound influence on college life and learning” (2). He utilizes tools such as rhetorical situations and rhetorical appeals to persuade his audience. Overall, Rojstaczer is effective in utilizing rhetorical situations, ethos, and pathos in his article. However, he is ineffective in using logos to persuade his audience on why grade inflation is wrong and is need of their participation to initiate change. The main topic of the article is how grade inflation is not helping students and is a detriment to their future.
This is a key part in schools today because it’s enforcing a higher bar of achievement for teachers and students (Catapano, 2018). Implementing standards into a school system that are internationally benchmarked means all states and countries have a way of measuring their academic performance. They can use this also as a tool to compile scores and understand the weaknesses to improve students’ knowledge. This provides teachers with various ways to assess their students more frequently through observations and informal assessments to understand the student’s comprehension level of the lesson material. It will help the teachers to strive to improve her test scores by adapting lesson materials to the needs of each
I have had a hard time pinpointing my exact thoughts while going through a form of cognitive dissonance. I tell myself “You don’t know what other people have gone through, so you can’t justify the argument.” But after telling myself that is an unfair accusation, I have come to a better understanding of why I disagree with it solely on the purpose of academia. The main problem I come across is where do you draw the line? At what point would students simply use this as an excuse to avoid class and what happens if it were to become something that is a daily disturbance in class? I also believe that teachers would have to alter their syllabi and classwork fastidiously to make sure each and every student would feel comfortable.
Yet, for a patient, under or over diagnosis becomes problematic when it results in inappropriate treatment based on diagnosis. Clients, however are not the only ones affected by misdiagnosis. As Kirk and Kutchins conferred, “by focusing only on the presumed benefits to clients, clinicians avoid confronting the broad ethical implications that emanate from the practice of misdiagnosis.” (P. 232. 1988). These implications have ethical and practical consequences that are not limited to clients only, but also directly and indirectly affect others, such as clinicians, professional organizations, policymakers, third party payers, taxpayers and the government (1988).
Many Schools and institutes of higher learning have implemented an honor code or honor system, with the purpose being to lower the rate of dishonest behavior, mainly cheating, stealing, and plagiarizing. These honor codes do not always prove effective, there are still those who cheat and the proof that honor codes change anything is minimal. These flaws show that schools need to revise their honor code or honor system. Many times Honor codes are disagreeable to the student body. The students of Lawrence Academy, when presented with an honor code mandating that they must write out the code on every assignment as well as report anyone they find cheating or face punishment themselves, were afraid that “a mandate to confront peers would create friction” and that “a subsequent report could not easily be kept confidential” (B).
Gutting and Edmundson both blame the structure of the education system, but at the same time it sounds like the change needs to come only from students. In their book I wouldn’t always be their “ideal” student that is depending on the classes they would teach me. Like Gutting said colleges sometimes give unnecessary courses, so it can be hard to be interested in something that in no way relates to your major. If one of the authors were instructors in one of my unnecessary” classes they probably would make comments that I’m “weak minded” or “not genius”. However, if they taught in one of my classes that I actually have an interest in I might have a shot of being their perfect student they have conversations about on the
On the other hand, students will want to cheat if everyone is doing it. Honor codes that are reinforced by peers will still cheat because the tolerance isn’t as high if the administrators of the schools reinforced them. Most honor codes have many different levels of consequences; it all depends how much it’s going to weigh on the cheaters if it’s possible for them to do so. Within many schools, there are “some sort academic dishonesty culture, thus causing more to encourage others to cheat”, (Source C). It’s so easy for them to cheat and get away with it because everyone is doing it that there’s really no need for a honor code to be put in place at
Some professors evidently feel the need to help these students, which they should but, not just pass the Sooleem students because they don’t speak English well. The pass-fail system will not allow for professors to be biases and will show if the student really put the effort in and earned the pass. The professors should also be there to clarify lectures and assignments. At Grassi Noll, the professor said they wouldn’t be able to help because of their scholarly pursuits, which is understandable, they have busy schedules and are bound by contracts that require scholarly pursuits but, they still have an obligation to help the students if they have questions about that professor’s class and provide assistants and resources to students. With that said, just because the students sit in silence and don’t understand English doesn’t mean they get to just give a passing grade that they did or didn’t earn.
The class profile form will show if the students achieve the outcomes and goals. I will not be able to provide it without having all the assessments records. Application forms and enrolment forms will prove the course runs and the students undertake the course. I may need the records if the students make complaint regarding the course. I will be able to proof my decisions were fair and accurate.
Because of the pressure it puts on the taker, many people believe that it should be completely abolished; this however is a total over reaction to the situation. Yes it is true that a very important test can cause stress, but we would not have to be taking it if it was not important. standardized testing it an essential tool for judging a student skill level. If it was removed it would allow people who are not cut out or not ready for collage to enter collage, this would cause a fault to form in the education system that could be detrimental to the future generations. Tests are a part of learning; they are used to find out if a student has retained the information that has been given to them.