(Morgan, 68) The statistics we get back from the assessments show how much the person, the teachers, and lastly the whole school has performed, find youths needing additional help and where their defiance's occur. (Cordogan, 37) The advantages of high-stakes are that they show what a student has learned or needs to learn. By knowing that information teachers and administrators can know what to be taught in the classrooms so the students can know for their future. Also, they can figure out which students are good test takers and others who aren't so
Self – fulfilling prophecy processes: 1. Teachers develop erroneous expectations 2. Those expectations lead teachers to treat high expectancy students differently than they treat low expectancy students. 3. Students react to this differential treatment in such a manner as to confirm the originally erroneous expectation.
At this moment, parental pressure acts as a force for children to thrive in the academic area which can be explained by the example of Max (Qin,D.B., Chang,T.F. , Han,J.E. , Grace ,C. , 2012). Max acknowledged the important role of his mother played in his schooling . “ If it wasn’t for her, I wouldn’t be like where I am today .” (Qin,D.B., Chang,T.F.
As cited by the Gender Spectrum (n.d.), school is the most powerful socializing force and a venue for the students to identify their true gender identity. Students are not able to express fully themselves since they have received cues from their educational institutions about what is or is not acceptable. Factors inside the school have been the most prominent indicator of the students’ gender identity due to the idea that the students spend more time in school and provide them opportunity to learn more about the gender spectrum. According to Bigler, Hayes & Hamilton (2013), teachers and peers are the primary factors affecting gender identity and expression of the students by directly providing males and females with different learning opportunities and feedback. These two factors are also the sources of learning about gender itself.
Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it. While feedback generally originates from a teacher, learners are also supposed to play an important role in formative assessment through self-evaluation. Two experimental research studies have shown that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not (Fontana and Fernandes, 1994). Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains
This chapter explores the differentiated instruction as a method of teaching heterogeneous classrooms. In addition, an analysis of the literature is conducted to discuss the question of this paper, what is the best way to teach a heterogeneous classroom? Prodromou (1992) and Ur & Thornbury (2016) assert that all classes are heterogeneous classrooms, in which students differ from each other in various aspects, such as ability, interests and learning styles (Pospíšilová, 2008). Svard (2006) and Moshoeshoe (2015) agree that the component of students' diversity in heterogeneous classrooms has a negative impact. However, Svard (2006) claims that it challenges teachers, while Moshoeshoe (2015) states that it affects students' achievements.
(2010) states that while there are some positive attributes to standardised testing such as improving test scores, encouraging higher-level thinking and providing feedback to students, there are also a number of negative effects. These negative effects involve narrowing of the curriculum so that the focus is mainly on test content causing teachers assessments to become more summative rather than formative, incresed stress and anxiety on students and incresed dropout rates amoung lower achieving students. While this form of ‘achievement’ test can have very negative effects on students in lower secondary education, Moss (2012) suggests that older students in secondary education respond positively to summative assessments as they are able to learn during the assessment process and they also find the work motivating. It appears that the main issue with standarised testing lies within lower secondary education and the impact it has on students not just within the classroom and nationally but also
There are too many middle school-aged children identified as struggling readers who will face challenges that will hinder their matriculation towards receiving a high school diploma. The implications and relevance for middle grade school leadership are many. The findings should be ultimately useful in revising and developing new training programs, policy and procedures for current and future district school leaders. The findings are also beneficial for professional development, integration into existing middle grade principals, lead teachers and non-lead teachers as they engage in behaviors and practices within the reality of leadership
The system set at schools influences the kind of outlook on life and that really effects how people try to develop socially for example self-esteem, how they deal with problems. Teachers therefore have a huge responsibility to nurture healthy life skills for their students. All these scenarios which occur in schools are character building and will greatly affect how a child
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.