Who's Cheating Whom Alfie Kohn Analysis

According to “Raising Smart Kids” by Dweck, “The helpless ones believe that intelligence is a fixed trait: you only have a certain amount, and that’s that. I call this a ‘fixed mindset’. Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely and looking less smart so.” (23).

They are intended to remind people of their moral standards and encourage students to do the right thing and complete every single assignment with a high level of academic integrity. However this is not always a practical measure. Sometimes trying to instill values in people does not work, and the success of an honor code is ultimately dependent on what types of people are in the classes. Some schools have a large population of students who do not care about academic integrity: “If a student enters a college with mostly “cheater” types, not only are the costs of cheating very low, encouraging fellow “cheater” types to cheat, but the benefits of cheating (or the costs of not cheating) are very high, encouraging even “honest” types to cheat” (Source C). Honor codes lack practicality due to the fact that even if a minority of students are cheaters, their influence can pull students who value integrity down the wrong path.

A student that has never been reprimanded for cheating will continue to engage in the immoral behavior believing they can get away with it. Honor codes in which students receive disciplinary action for cheating increases the risk of doing so and causes students to be less likely to cheat. According to Dirmeyer and Cartwright, “each student will decide whether or not to cheat by weighing costs and benefits.” Since the chance of getting caught is greater with an honor code in effect, this impacts the costs of cheating and leads to more students being honest rather than a cheater creating a feedback loop. In this feedback loop the impression of not being a cheater increases causing there to be a greater expectation to not cheat thus those who are caught cheating appear worse.

In spite of the people who believe that standardized tests are a key factor to determine a student’s academic abilities, standardized tests distract students from their current studies, they are only designed for one way of learning and comprehending material, and they are biased to students. Standardized tests distract students from their current studies and take away any extra learning opportunities that they have to elaborate on a specific topic. Standardized tests take away time for students and teachers in the classroom to continue their studies or learn something with purpose

There are several forms of cheating, and we 'll discuss three in this essay. Most people believe that cheating is wrong, placing their competitors at a disadvantage and ruining the competition 's purpose; it is never right to cheat, even if it would seemingly eliminate the problems and improve conditions involving the dilemma. Cheating on tests and plagiarizing is occasionally found in high schools, and would be a frequent occurring if all the cheaters were caught; it 's become a normal commodity for students who are no longer interested in obtaining sufficient grades by themselves, and would rather slack off, steal someone else 's work, and succeed that way. Not only does this apprehend their learning, it also appropriates a

This test is stressful but worth the stress. Students use the duh and foul method to answer questions. It 's official that this test is preparing kids for college. Standardized test is important because is shows

Flunk means to fail to reach standards; students, parents and teachers think it’s a bad thing, but is it really? Instead of thinking the negative of repeating a grade or class, people should see this as practice and becoming successful. Many students may not understand the material and making them retake it will improve their knowledge. In Mary Sherry’s essay, she talks about how teachers and parents should show that flunking is a positive teaching tool. I agree with her because we aren’t all perfect and sometimes we need that extra lesson

Juliet, with her pencil in hand, is walking into the classroom reviewing all the information she has been studying diligently for the past month. Nerves bubble in her stomach; this test will determine her future. Standardized testing often determines if one passes a grade, or if the student is “smart enough” to take advanced classes. Tests are administered multiple times a year to evaluate students’ achievements and the performance of their schools. According to Barner and Slate, “U.S. education has steadily progressed toward a more standardized testing and one-size-fits-all approach to prepare students for life after K-12” (qtd. in Scogin et al. 42).

By STEVE MCCLAIN says, “Students at my school are doing worse than ever on state assessment tests… Perhaps less electives are required in order for test scores to rise.” That is a false statement. Just because there would be less electives doesn’t mean that it will cause tests scores to go up tremendously, because if there are less electives it’ll give the students an excuse to mess around more because they are bored. If a student is the type who loves to talk, their favorite elective most likely takes their mind off talking.

(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

Testing would shine a spotlight on low-performing schools, and choice would create opportunities for poor kids to leave for better schools.” (Ravitch, 495). In some ways, they wanted to end the social difference in education, they wanted to give opportunity to students that does not have it. However, they are different in ways that Ravitch stated to believe that this dream was not going to be possible because the government was more worried about the test scores than the students gaining real knowledge, and Greene was still believing that choice, accountability, etc. were really helping students’

The professors who are giving the students C’s who don’t earn them are being bias and not being fair to non-ELS students who work for their passing grades unlike the Sooleem students are just given a passing grade. The pass-fail grading system will give the ESL students a way to work to pass just like other students while non-ELS students can go about their classes seemingly like their other classes by working for the grade they earn. The ESL students won’t get to fly by class and not work, but easily pass and give enough effort to satisfy

Both of these employ the assumption that all cheating is caught. Just because there are reports of dishonesty does not mean all the students who did not get reported did not cheat. That being the case, the system of reporting itself is flawed, and cannot be used to calculate the objective number of cheaters. For example, students can be surprisingly innovative in their enterprise to cheat.

Too many students are getting high grades in classes they put forth no effort into. They copy off of a smart students because they know that the correct answers will score them a good grade. On paper, they are surpassing the ones who aren’t cheating because unlike the scholars who they copy from, the cheaters can pick and choose their answers from several ideal sources. By ensuring that these students are punished for cheating and are given the appropriate grade, teachers would be forcing them to learn the course material because the student would fail

Students are spending increasing amounts of time preparing for and taking competitive standardized tests. Standardized testing has become a controversial discussion subject, as it does not improve student achievement or teacher performance. Some advocate for these tests because it provides students, parents, and the government with information on the students’ progress. Although most schools make students take standardized tests, it does not measure the knowledge of the students, causes disadvantages for students and teachers, and can be biased or even unfair. First, high-status universities decided they wanted to offer more students across the country a better chance in higher education, but there was not a way to measure the proficiency