First of all Standardized test will not help students in the future. For example schools are spending less time on other classes and focusing on only math, reading, and writing. ( "Do Standardized Tests Show an Accurate View of Students’ Abilities?" Concordia Portland Online. N.p., n.d.
"Contrary to popular assumptions about standardized testing, the tests do a poor job of measuring student achievement" (Harris 1). Standardized testing cannot accurately show the academic abilities of a student. Standardized tests only measure a fraction of what a student has learned. Such tests can persuade a superficial thinking mindset. "Studies indicate that standardized tests reward superficial thinking and may discourage more analytical thinking" (Harris 2).
Sell Universidad de Alcalá That paper also examines the case against and with using literature in the foreign language classroom The case against : According to "Jonathan" literature make it difficult to justify the professional existence and inclusion of lesson plans for the teachers .second the literature is not realistic ,it is doesn’t deal with the real life issues .third ,it concerned with reading and writing skills and neglects listening and speaking skills .Finally ,it reduce the student role in the lesson and expand the teachers dominance . The case for literature: Jonathan mentioned (Parkinson and Reid Thomas) (2000) benefits of using literature in classroom that are :cultural enrichment ,linguistics model ,mind training ,expand linguistic competence ,authentic material ,stick to students ' memory ,motivation ,convenience ,and enhance students ' translation skill. Teaching literature why ,what ,and how Why: 1.Valuable authentic material: Literature has amountless number of material that covers all topics in the life also it produced for one purpose that is "teaching language" 2.Cultural enrichment: Literature is the easiest way for the students to deep in the life and tradition of the country whereby the language is spoken because not everyone has the ability to go and visit that
An “Exceeding Expectations” does not tell any information about what they can do, what she understands, where they need help, and how they can improve next time. This shows that grades are not reliable to give meaningful information to a student. A study done by Kirschenbaum shows that a test or an assignment may even be given two different grades by a single teacher who reads it at two different times (Kirschenbaum,1971). In short grades show a fake precision. The reason why teachers evaluate students is to give them good meaningful feedback that allows students to learn more and make them better after.
King has provided his opinion about education is building character. Dr. King uses his words to create an audience awareness to think for yourself isn’t the same as you may call it critical thinking. Against the common assumption that colleges should teach their students “critical reasoning,” Dr. King argues that critical thinking alone is insufficient and even dangerous. Teaching one to think critically is no small task. Most students learn by constructing knowledge based on an engaged learning process rather than by absorbing knowledge from passive sources.
These tests don’t show student excellence in creativeness or critical thinking. The area of knowledge they test is so tiny compared to great skills these students attain and accomplishments they receive outside of systematic thinking (Harris). These tests should accommodate all of the aspects of learning or nothing at all. They are giving
The limitations include low learning habits, lesser vocabulary and speaking in correct mode. The strategy analysis is later done so that the identified deficiencies can be removed. Further learning needs analysis and mean analysis is done so that the learning of English language can be done (Songhori, 2008). Pedagogic Need analysis therefore covers deficiency Analysis which helps in identification of the various drawbacks that are affecting the academic carrier of the student. It also covers strategy Analysis for the purpose of formulating various steps and methods for future ESL classrooms (Hutchinson & Waters, 1987).
In the views of Langan (1987) and Gunning (1998) writing is difficult as they stated that writing is more complex and abstract than talking. Therefore, it is evidently true that writing becomes a problematic area for the students who write in second language (L2). Besides students, teachers too face difficulties in teaching this skill as students find it complicated to acquire and deal with confusion when they practice academic writing. Teacher’s plays an eminent role in language classes as it is his/her duty to keep students engage in different activities which not only polish their listening, speaking and reading skills but writing as well. It can be said that a good speaker may not always be a good writer as writing requires much more than speaking.
According to Vadidya, (1996), rote learning is not meaningful in the process of internalization. It is arbitrary and verbatim in nature. It stays close to the cognitive structure of the learner but do not get integrated there. Hence as a result the learner exhibits a non-successful learning set. So a new teaching method of integrating rote learning with cognitive learning should be implemented in the class room for effective learning.
At this point, within teaching practice, the lexical approach draws a dichotomy between "real" English and the English found in textbooks. In fact, the central tenet of the lexical approach is its emphasis on real English. In conjunction with this premise, the lexical approach highlights the significance of successful communication along with the production of accurate language like the other communicative approaches, which accentuate communicative proficiency. In a practical sense, textbooks do not combine four essential language skills; as a consequence, they cannot be used together to reach the same end. Under the circumstances, students choose to use unnatural, ineffective, old methods of learning because they sit passively and scan the books memorizing the theoretical information through tedious rote.