He states, “When students receive both scores and comments, the first thing they look at is their score, and the second thing they look at is, someone else 's score. Being compared with others triggers a concern for preserving well-being at the expense of growth" (Williams 34). Students become so wrapped up in achieving the highest score and competing with classmates they forget the purpose of school, to learn. When people want to learn they use their imagination and develop new and creative ways of viewing problems. The ability to imagine things pervades our entire existence.
All teachers have expectations of the children within their class, and these notions of what children can achieve on a daily and long-term basis, can have both direct and indirect effects on the children. Additionally, the term ‘teacher expectations’, or lack of, has been known to inspire honourable resentment for teachers’ purported role in creating educational inequalities (Rubie-Davies, 2015 & 2018). Dweck (2015) reveals that, all too often, when teachers have a fixed-mind set about certain groups of children and decide they are not ‘capable’ of challenge because their intelligence is fixed, steps are rarely taken to help them develop their fullest potential. This echoes my mentoring class teacher’s comments regarding our low-ability group not being capable of understanding remainders in division. Teacher expectations can have profound effects upon children and their academic achievement, and there is a wealth of literature and research available to substantiate this belief.
Assigning grades to students in school has been a crucial part of the education system for ages, but there is a debate on whether or not grades are actually an effective motivator for learning. Although assigning grades is helpful in terms of ranking and placing students, it can be questioned whether or not this the best and only way to help kids thrive in their educational career. There are many different supporting ideas for and against both sides of keeping grades as a standard for student learning or getting rid of grades altogether which will be discussed in this paper. Some topics include which of the two types of motivation acquired by administering grades and diminishing grades is the most effective, determining if the standard of grading
The accountability of the scores is meant to encourage teachers to adopt better and more effective methods of teaching, as well as to urge students to work harder. However the effects are more detrimental. Because of testing, students are more likely to be frustrated and discouraged at having to move so fast to cover all the ground needed. If a student is having a bad day or just is not a good test taker, all anyone can say is “tough luck.” The teachers will only focus on the select subjects tested on, and then only the select aspects they believe will be covered in the testing. Depending on how desperate a teacher is for good test scores, inappropriate preparations can be made before testing, sometimes even to the point of cheating.
Grades are just numbers. They do not measure intelligence, in the same way that age doesn 't define maturity. At least once, majority of students in school have experienced getting poor grades. These grades are forcing them to be “smart” and, to such a great extent, they feel stressed and pressured. In fact, grades actually do extra harm to them than good since they have negative effects on students’ mental health.
An article from education.good.is says “Teachers need to foster an environment that allows kids to think, allows them to ask the questions that matter to them, and allows them to feel comfortable pursuing answers, says Lythcott-Haims. Above all, students should leave school with a sense of purpose, a desire to learn more, and knowledge of what
As society evolves, people often ask themselves how good or bad a teacher could be or even what do students think about their performance. In order to figure this out, they would most likely allude to student evaluations about teachers. This might sound like a good source of information, however, student evaluations are not always trustworthy and reliable because students could be biased when giving their opinions, it could cause constructive criticism between the student and teacher, and they could sometimes not correlate with valid, teacher performance evaluations. Those are only a few of the many reasons why student evaluations are not worthy of reading. To start off, student evaluations are not always trustworthy and reliable because students
They must understand more than anyone that these desired grades is not belong to them. With the effort they made, they are not deserved to receive these good results. And if they think high grade is a success ensuring for a promising future, they are having a delusion of success. In the article “Studies Shed Light on How Cheating Impedes Learning” by Sarah Sparks, two interesting tests show that cheating makes students misunderstand about their real ability. Students who cheated in the first test were overconfident in the second test without cheating and must see an incredible gap between their expectation and actual performance.
It is assumed and stated in the philosophy of the current education system that grading encourages learning. Although grades are a simple and immediate feedback mechanism they are inadequate and they do not represent all the quantities and qualities of a student. A student achieves what he or she achieves through all sorts of means—intelligence, talent, technology and support from teachers and parents. We cannot define if a student is dull or smart trough tests that is inadequate and restricting. Studies have shown that low-ability students are negatively affected by the grading system (Harlen & Deaken Crick, 2002) and in many cases students would have learn more if not being under the pressure of grading (Crooks, 1988).