Educators talk about optimizing learning potential in students but use an outdated grading system that doesn’t have students learn but rather compete against one another. In order for schools to optimize learning productivity amongst students, then they need to switch to a standard based grading system. A standard based grading system forces students to learn the material by grading in different categories and learning targets. A traditional grading system uses a curve which just takes the top score as the 100%. Although prior grading systems have worked in the past a standard based grading system will be better able to help students learn.
Facts have proved that the emphasis on testing is ineffective. They can be effective by letting teachers use test as tools to determine academic readiness. Derrick Meador, a teaching expert, believed in this solution by saying," ...they would be better served as a too to help guide instruction and instructional practices.." (Meador). Meador is referring to using test as a tool, not a grade. Teachers can give tests to their students to know how they are comprehending the material being taught.
Other pros of the honor code is it actually works in some cases. It gives students a feeling that they are trusted and cant let their professor down. The students as well have the peer pressure of their fellow students into doing the right thing. So if the majority of students respect the honor code, the rest will follow. In Source F it backs up my view with this statement “Unlike the majority of colleges where proctoring of tests and exams is the responsibility of the faculty and/or administration, many schools with academic honor codes allow students to take their exams without proctors present, relying on peer monitoring to control cheating.
In order to comprehend the curriculum, you must understand that there needs to be a balance between content and skills which is achieved through ongoing discussions with other educators. Among the instruction portion it is key to know that the purpose is not to cover the curriculum, but uses the instruction flexibly to maximize learning for all students. And most controversially is the topic of grades. Two key factors are reviewed; first, grades should never come as a surprise, second, grading doesn’t improve learning but merely summarizes what has been learned. A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students.
Dr. Derek Cabrera’s thought on metacognition, human and education is absorbing. He shares perspectives on four universal thinking skills: Distinctions; “Systems; Relationships; and Perspectives (DSRP)” that should be taught in learning institutions. Dr. Cabrera states, “Thinking is simply a process of structuring information and doing something meaningful with it.” Dr. Cabrera also argues that people lack critical analytical thinking, great at school work, but not real life situation. Education needs to be fixed from the bottom up; that can be accomplished by teaching thinking skills. Dr. Cabrera suggests six types of thinking: “Creative Thinking; Critical Thinking; Systems Thinking; Interdisciplinary Thinking; Scientific Thinking; and Emotional
While without context these principles are vague, their implementation within various programs shows parallels with the liberal arts. Conventional schools use a structured approach, of lessons and exams, guided by an expert professor. Design thinking requires students to be driven by self initiative with minimal intervention. The responsibility of learning lies on the student rather than the professor. The aim is to recondition learning to be more experimental and less fearful of mistakes.
However, they still consider the practice to be the best academic tool at the disposal of educational institutions when searching for adequate candidates. A number of school district administrators argue that standardized tests are the best non-discriminatory and objective academic measurement tools that give everyone an equal chance at finding adequate placement. Michelle Rhee, a former Washington, DC school chancellor, argues that using alternative testing methods or exempting some students from standardized tests creates an unequal system that lacks accountability. Additionally, one popular sentiment is that standardized tests teach students the important skills they need to master for the to be able to achieve academically. According to a 2005 issue of the peer-reviewed Education Policy Analysis Archives, Minnesota school district administrators and teachers said that standardized testing has many positive impacts, those impacts include bettering curricula and elevating student
“Beauty is truth, truth beauty—that is all ye know on earth, and all ye need to know.” This is the ending lines of John Keate 's “Ode on a Grecian Urn” and can also be found in Howard Gardners ' Book “The Disciplined Mind.” The simplicity of this line can be interwoven into the conceptual framework of Lewis-Clark State College which explains the mission of preparing an educator on the complexities of the educational system. The conceptual framework itself is a seemingly simplistic statement in itself and says “to prepare caring professionals who teach for understanding in communities of learning.” Throughout this paper I will show how Howard Gardners three concerns of truth, beauty, and morality can blend together with LCSC 's conceptual framework to prepare a
For this assignment, I will be choosing to reflect on Palmer’s book The Courage to Teach. He impressed me as from the beginning since he tells us that the emphasis of throughout the entire book is built on the fact that the identity and integrity of the teacher are the basis of good teaching rather than having good teaching technique since the identity and integrity of the teacher are able to connect with his/her students and hence, connect them to the subject being taught. She should make himself/herself available and vulnerable to “the service of learning”. Critical Reflection The first part of this book encourages me to find myself; it encourages me to have a strong sense of self. This should be done before I can teach students.
Norm-referenced tests have been researched for many years prior to publishing and actually using them for diagnosing. They provide a norm group which is used for comparison to determine the level of the student. Furthermore, their best use is determining strengths and weaknesses of a student to use when making placement decisions. Whereas, criterion referenced tests can be teacher created or published evaluations, if they are published they are not usually researched to the level of norm-referenced tests. Also, these tests are used to determine how much of the content being taught the students are understanding.