Another issue with these tests is they do not measure knowledge or skills needed out in the real world which causes some teachers to not teach them. This lack of knowledge and skills are ruining students’ chances of being successful out of school since majority of them do not know the basic skills needed to function in
Students with dyslexia also have issues with taking these tests. The scores on the tests do not take into consideration either of these learning disabilities including several others. This keeps the tests biased against these students, which seriously hurts their chances of going to esteemed universities. The majority of people do not realize that the tests are discriminating against various groups of people and if people learn the tests might be changed for the
For instance, “In short, standardized testing and teaching are all too often in conflict”( Rapple, B., 2017, 197). This text shows that schools are fighting with each other to show who is best. Additionally, the example “Weaker pupils, those perceived as unlikely to pass, were also often neglected by teachers”( Rapple, B., 2017, 195). The weaker pupils were neglected because the teachers want to train the best students for the test, so their school gets a higher score vs the rest of the country. Lastly, the author states, “Many were left ignorant of how to apply arithmetic in day-to-day life”( Rapple, B., 2017, 195).
Many teachers fail to differentiate what is important and what is not. To be easy to grade, tests cannot measure higher order thinking. Critical thinking often gets left behind and memorization has taken over. Many students just simply don’t perform well on tests, but with these standards schools are held to it puts alot of stress on teachers who then push it onto their students. According to a psychology teacher, Melissa Hurst states that standardized test scores are greatly influenced by non academic factors, such as fatigue and attention span.
A study on U.S students found that when required to pass a standardized test in order to graduate, students spent more time on school related tasks like completing schoolwork and discussing topics with their parents (Walberg). However, students are rarely encouraged by looming intellectual assessments; they are motivated by friends, parents, and other loved ones who want to see them triumph and succeed in life. In addition, teenagers rarely have long discussions with their parents. School is the stereotypical “safe” and “easy” topic of conversation at the dinner table yet, most kids reply with mundane answers. In
Yet, some may argue that this is not due to the differences in culture and background, but rather due to the student having a bad teacher. Although it may be true that good teachers would not allow a student’s identity affect how they reach the specific student, it must be noted that teachers of students that have poor scores are “of about the same quality” (Strauss) as those students who score very well. Therefore teachers cannot be a deciding factor in child success or otherwise there would be a discrepancy in the ability of teachers where there is not. Plus, it must be pointed out “how well some of [the] students are doing,” (Strauss) if poor teachers were really the cause of the bad test scores of some students then all the students in that class should be scoring equally bad, but this is not the
(Co) In fact, it is also correct that grades have negative effects on students’ mental condition. Illnesses such as depression, cancer, etc, have a cause on the outcome of students’ grades due to absences. (Horton) If sickness is the cause of low grades, grades are inaccurate to measure their ability to learn. Grades can dramatically drop because 26% of Americans, 14 years old and older, experience mental disabilities such as anxiety and major depression (Ramirez). Shockingly, the main cause of their mental illnesses is because of school, including grades.
Nevertheless, their low performance and bad grades show there is a problem. Unfortunately, especially in the English class, bad results are becoming commoner. It is said that lack of motivation in language learning is the main cause for students’ low proficiency levels. Some people claim it is due to external factors, and consequently is teachers’ responsibility. While others say this problem must be internal, regarding students’ role.
Of course, we are not talking here about students whose comprehension is severely impaired, because they are usually schooled individually and have a special grading system, adjusted to their needs and abilities. But in the classrooms there are often students with less obvious disabilities, which, although less severe, can also create academic challenges. Some of them, such as dyslexia or dyscalculia, are directly related to learning and may affect the speed at which students acquire the material. Others, such as anxiety or ADHD may not only disrupt learning, but also are very likely to cause discrepancies between the students’ subject knowledge and their exam and assignment results. Whatever the reasons of students’ learning difficulties are, one thing is sure: the solution proposed by Singleton would only make their struggle harder.
However, through my courses, as well as this course, I have learned so much with accommodation and inclusion. I think having the field experience reinforced what I have learned and being able to see it in action. I have also learned other things such as classroom management, activities, and communication