First of all, students should not be paid for good grades due to not needed pressure. The NEA claims : many teachers say, “Paying students for good grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” This means students are more likely to be in bad moods and have bad relationships with parents and classmates. If some kids get money and the rest don’t, arguments will break out. In a classroom, students are supposed to be respectful to each other in order to have and efficient working environment. The effect of this is, students will be stressed and annoyed or angry with them, if unable to raise test scores.
The affect this disorder can have on people is unreal. Test anxiety can cause kids to worry about failure and that may translate to their scores. It is known that people with test anxiety score less with those who don’t. So even if a very bright kids scores poorly due to test anxiety, they are held back. This just proves why standardized tests should not be a requirement to pass a certain
In the United States today there is a significant number of kids who attend public schools, that’s not necessarily a bad thing, but these schools are facing a number of problems that bring downfalls to the overall effectiveness of the system. In the United States the average public school student will have a low standardized test score. This can be linked to the curriculum being taught and how it impacts the way students are learning and how effectively they’re really learning that material. In many situations public school students come from a lower income household, this is affecting those students’ chances of receiving a high-school diploma. In addition to not receiving a diploma it also hurts their chances of furthering their education at a university or trade school.
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. While having standards and a uniform teaching model, high -stakes testing is generally detrimental to the education of America. The importance of these tests has become the be-all and end-all of high school. The accountability of the testing will follow the student throughout his or her educational life. Despite being held in such high regard, the high-stakes testing effects are far from the desired and predicted
If students are bound to cheat and the honor code is not being enforced or is not fair, why have it? The environment in many schools impacts how students view the honor code. A school with a cheater mentality and an overall acceptance of cheating and plagiarism will have no use for an honor code, since they will not follow it. However, change the environment of the type of students and an honor code can now become beneficial and essential (Jennifer and
Then they can identify students that are struggling with the class. “Critics contend that tests can contain culturally biased content that may be unfamiliar to minorities and recent immigrants. Moreover, for students with learning disabilities or who process information differently”(Beaupré). They say that the tests are not fair for students with learning disabilities and recent immigrants ,that do not have much understanding of the culture, because some questions are culturally based, so therefore students do not understand the questions and they do not get them right which affects their performance. Also also schools are cutting off material that is not in the test, forcing teachers to ignore content that is not in the test.
III. Through my research on testing, I have found that the tests that we have all sat through are not as accurate as one may think. IV. Standardized Testing is not effective nor reliable due to its inability to effectively measure a student’s intelligence or ability, the pressure it applies to both the student and the teacher, and its negative impact on teaching curriculum. (To begin, let’s look at how testing gauges students) Body I. Standardized testing is not an accurate means to measure a student’s ability or
The fact of the matter is that standardized testing does not infer much about the intelligence or progress of a student. First, “For decades, critics have complained that many standardized tests are unfair because the questions require a set of knowledge and skills more likely to be possessed by children from a privileged background” (John 2000). In other words, privileged students have more available resources to achieve higher scores on these tests. This is especially true for high stakes exams in which well-off students have access to tutors and the latest study guides and textbooks to help them prepare for the tests. Furthermore, social-economic status in general has a great effect on the test scores as “Research has repeatedly found that the amount of poverty in the communities where schools are located, along with other variables having nothing to do with what happens in classrooms, accounts for the great majority of the difference in test scores from one area to the next” (Kohn 2000).
Even if a student passes the remedial class, he or she is not any closer to his or her degree than before, which often discourages many students. According to Meredith Kolodner (2015), “The model that’s used now is a set of prerequisite courses in English and math that presumably will build up the skills of a student so that they can be successful in any college-level course, but that hasn’t been effective” (para. 7). While remedial classes are good in theory, in many cases, they are unnecessary for students if the standard class does not help the student achieve his or her degree. Remedial classes often push students further away from their degrees, and community colleges would benefit from only making students take remedial classes that are required for their degree.
CHAPTER 2 • Cause/s of Failures Students get poor grades involve external factors, like the subject matter is too challenging that makes the students unable to follow in the discussion. The other reasons have to with poor attitudes, like not doing homework dillydallying, and skipping class. Lastly, there are reasons related to personal issues, such as test anxiety and concentrating problems. (Kurtus, 2012) • Student-related Factors • Not Ready for College Students aren’t prepared for post-secondary work and lack foundational skills that hinder to achieve passing grades. Many students don’t learn those skills in grade school and high school, that when they reach college they aren’t ready for the demands of being a college student (“Why Do Students Fail?