The most helpful type of feedback on tests and homework provides specific comments about errors and specific suggestions for improvement. It also encourages students to focus their attention thoughtfully on the task rather than on getting the true answer (Bangert-Drowns; Elawar and Corno, 1985). This type of feedback may be particularly helpful to lower achieving students. Because it emphasizes that students can improve as a result of effort. Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it.
I have lived in areas that teach cursive and in areas where cursive is virtually nonexistent. Both sides of the cursive argument have good ideas; but, at the end of the day, I support teaching cursive in schools. Cursive strengthens one’s mind and body. Numerous studies have proven this, and I have personally witnessed it in my own lifetime. Now, granted, it does not turn people into rocket scientists, but it expands their minds and introduces them to a completely new world.
On one hand, it is easy to see the potential ineffectiveness of the tests: some students may not take the assessments seriously, the curriculum taught by the educator can affect the level of preparedness, etc., and therefore the argument can be made that even if critical thinking skills are measured, the data gathered from the tests may not be accurate. However, the establishment of standards and a universal approach for educating allows for a tentative guideline by which one can measure the progress of the nation’s students from year to year and find common trends. Both Advanced Placement tests and the Keystone assessments, though drastically different in format, allowed me to test my knowledge in several subjects and learn where I ranked among my peers. Whether fill-in-the-bubble or multiple choice questions commonly found on standardized tests cause students to “analyze, evaluate, interpret, or synthesize information and apply creative thought to form an argument, solve a problem, or reach a conclusion,” is ultimately debatable. Nonetheless, alternate styles of questions such as open-ended responses and short essays are seemingly favorable substitutes for those who disagree with the current format of test
As for paying students for their good grades, it can also be a very bad habit for them, in the sense that they might develop a dependency syndrome. Basically students need to understand that achievement is something one should be proud of and cherish but should not be bribed to try hard and do well. The classroom setting was initially intended for promoting effective learning and for students to be curious and explore not bribing them with treats. Incentives are not realistic at all because they do not continue forever and once they are removed students go back to their old behaviour. Rewards based on performance are very unfair, as you may find students who are naturally intelligent.
I commonly confuse the material and sometimes relate it to the wrong idea. However, by using the tutoring center I have grown to making this mistake less commonly and have shown improvements in test scores. One thing that could affect my overall grades is my attendance. More times than not, I learn best from doing it myself and not just by listening to others talk about it. This is why I choose to do most of my work outside of the classroom.
In respect of the strengths, the paper identified several advantages of the standard testing methods on students, which eventually promote the learning experience. In addition, the advantages allow teachers to evaluate the consistency and progress of students. Finally, the paper evaluated numerous weaknesses of standardized tests for both educators and learners. Among the disadvantages is their nonspecific nature, their failure to adhere to teaching provisions, their failure to provide educators with relevant learner information, the not continuous assessments, and their emphasis on
This is because Montessori teaches children to explore independently and work on activities which interest them and guidance is given only to a certain extent when help is needed. I feel that this would actually bring out the inquisitive nature in them for they would be intrigued by the activities which they choose to discover more about. Also, without giving the children any test or examination, there would be significantly less competitiveness in the class. I believe that all these would in turn allow the children to develop a love for learning, which is very important in
I mean, the English educational system (and many like it) is so structured that you could say that the grades we achieve at the end of our GCSEs, A-levels or degree seem to be predetermined by our teachers or the achievements in education we have had in the past. This highly deterministic system while may be accurate when dealing with some students, has the effect of discouraging other students from setting educational goals especially when those goals are not in entire agreement with the predictions of their teachers. This could even work the other way, they could be entirely satisfied with their predicted grades and therefore refrain from setting personal educational goals because they are confident that they will achieve their predicted grades regardless of
They are unpracticed and by nourishing them which information will clearly have an impact on how they will keep on performing at school. Everybody might not have the same reason but rather thusly, it would likewise enhance the trustworthiness among the players. This would essentially enhance correspondence between the groups. Since the players are committing time towards both school and b-ball and if at any point adjusting both is a test, it ought to be adequate for the players to finish their work in the court; correspondingly seen towards the end. Acknowledging they have less time for practice, it would propel the players to buckle down and complete their work rapidly and
Our students don’t always learn what we want them to learn, but they always learn something. Other than the curriculum, they may learn how to get the teacher mad, or how to avoid responsibility, either way, learning takes place. (Ben Johnson, 2011). To solve these problems, and the problems that the teacher made in this video, we must be a humanistic model teacher, build better relationship with all the students, make clear rules, create an effective learning environment, and setting the emotional climate for learning. In this case, the teacher makes some mistakes: First, we can see, they take the test, that means this is not the first time the teacher teaches these students.