After students have taken the standardized tests, their scores are then averaged up and published and the different schools are then ranked from highest to lowest score. Because of this, teachers and professors end up teaching to the test due to the terror of losing their jobs. According to Scholastic.com, “it is unfair for schools to be compared because the test-takers are different sets of people, which cause a biased manipulation in statistics.” Educators neglect to teach students the appropriate skills that go beyond the classroom and tests, since they are now too caught up in preparing their students for these standardized tests. Educators are now using their time explaining the topics that will be a part of the tests, which leads them to forget to teach the students life lessons that go beyond the classroom walls. Another reason why standardized tests pressures mentors, is because the test results are used to examine their performance as an educator, which should not be the
We need to be teaching our students strategies for college. Our districts spend so much time and emphasis on teaching to the standardized tests. These tests are so difficult that most of the time native English speakers don’t do well on the test. The objective of this research paper is to identify the factors influencing the challenges English language minority students face in the classroom. This article will be discussing the challenges our ELL students go through on a daily basis and exploring what we can do as a society to help these students.
Often, standardized tests are presented in the form of high stakes tests, which are assessments that have a major decision attached to them. It is essential to earn a high score on these assessments to allow the student to move forward in life, and this necessity causes test anxiety. Many students like Juliet, excel in their classes and study for hours before the assessment, but still receives a low scoring grade as a result of their test anxiety. A study conducted by Segool and his colleagues found that standardized tests induce more test anxiety in elementary students than classroom tests do (Wood et al. 235).
For example, the stress that students have due to the tests can encourage them to cheat, take performance drugs, and do other illicit acts. Also, students are not truly learning, since test companies do not give any feedback on how to do better and improve test scores. Another negative aspect of standardized tests is that they declare everything a student has learned and experienced over the years as a single number, the student’s score. The poor scorers would then lose self-esteem, while the well scorers are pressurized to keep scoring well, many of whom completely lose time for fun. Those well scorers might not even be as smart as they were thought to be.
“Such tests reward quick answers to superficial questions.” (FairTest). Standardized tests do not allow students to think creatively and encourages teachers to teach to a constricted curriculum instead of more depth of knowledge. Most students are able to achieve a proficient score to meet requirements, but for some it has become a hurdle that has kept them from achieving their diploma. Some at risk students feel overwhelmed and defeated and choose to drop out of high school without receiving a diploma. Trying to be meet a “standardized” test score now limits these students in achieving their full academic potential and may limit their career
These effects are a far cry from their desired effects of pressuring staff to do their best in everything they do. Teachers seem to be the most affected by the need for students to score well on their assessments. This is true due to our school system today which has forced many into a rigid teaching guideline that is meant to prepare students for their big test that will ultimately reflect upon themselves as well as the students. This problem distracts from the teacher’s wishes and wants for their students curriculum. This does not even mention the large class portions taken up by test prep and test taking tips that distract from meaningful learning, making for more problems than a test would solve.
The strict and narrow subject focus leads to numb disinterest as whatever a student may be interested in is suddenly discouraged in the face of passing tests. Schools, academically, have been reduced to just learning to take high stakes tests, generally in a standardized form. The majority of standardized tests are multiple choice questions, which can be taken without a single thought. There is essentially no effort required for the tests, compared to projects or essays. On the flip side, simple mistakes or a bad day can lead to bad results.
Many studies have shown that that is an important factor in the learning process, so if they do not feel engaged, not much will be meaningful for them. In most cases, boring and monotonous lessons are the main reason. Tired and unhappy teachers have caused a negative impact on this new generation. It is not acceptable that a child suffers every time he has to go to school. That is why I want to apply for a Fulbright Scholarship and go for the learning and teaching program.
What does a new grading system mean for students? Great success or prominent failure? Most teachers have strayed away from the typical grading system which focused on homework, quizzes, and tests. Instead, students are given a long term assignment and must produce an oral presentation. I believe that these new requirements of students are setting the students up for failure in the long run.
My first impression of Tevis was how it was bigger than my old school. Junior high was not as difficult as I thought it was going to be, but on the other hand some of the classes were kind of difficult. The most difficult class I’ve had was Mrs. Buchholz history class in seventh grade. It was a challenge because she had us take long notes for tests and I really couldn’t keep up with her at first. Also, the test she had us take where hard if you didn’t study and she would give us about one class period to finish the