Unfortunately, the FCAT does not evaluate student’s performance correctly due to students that fall under pressure. The pressure that student’s feel and encounter is also known as test anxiety. According to Channel 7 reporter Erica Rakow’s in the article “FCAT Stresses Students Out, she claims” The responsibility of passing both reading and math portion of the FCAT in 10 grade adds a stressful ambiance to students who really do not want to retake it as a junior (par.2). Rakow also points out “That responsibility includes promotions to the next grade, and future funding for their school. Some students get so worked up about the test they can’t even get through it (par.3).
Jeremy Reed English 1101 Section 104 Jack Ehn October 29, 2014 Against School I can relate to John Taylor Gatto. "Against School" As I look at my kids as they do their homework it seems challenging at times, or I find them being bored with it and wanting to either do more work or not wanting to do any work at all. They seem to understand it’s just not challenging enough, or they may just be bored. Gatto says “I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid,
It decides if they go into remedial, regular, or advanced classes. Then some students end up learning more than others where learning actually counts because administrators want to get them test ready. Before, teachers taught the subject and sometime throughout the year students took a test without pressure that they would be held back or certain things like that. Teachers are also affected because they actually have to teach two courses. There is a period out of the year where they can only teach about the subjects on the test.
Devin Dufrene Essay 4 April 14, 2009 Failure Failure! Some students are afraid of it, Then again some students are given grades and passed anyway. Students should not be given grades and diplomas if they did not learn the necessary information and earn the grade. In this essay I will respond on how I agree with Mary Sherry in “In Praise of the F Word “on how students are hurt later in life First, if student doesn’t learn necessary information in high school he or she will not be able or having a lot off trouble in the after life with college or there new job. In example, if a student gets by in his English class not caring and not trying to learn, but his teacher likes the student so he passed him, when that student goes to college he will have trouble because he doesn’t know how to write a correct essay because he was given the grade.
It also holds back the kids who work hard to succeed.” Many of the people I asked agreed in some way with Casey. I also asked another girl I graduated with, Lauren Maule, who now attends Eastern Carolina University, she said that she did not believe NCLB was affective because, “No Child Left Behind serves as a way to let students who do not deserve to move on in the school system, move ahead. If you do not work during the school year and can pass a test at the end and your peers did homework every night and just cannot seem to sit through a test you do not deserve to be able to be compared to them by moving on to the next grade level.” Both Casey and Lauren were in the top ten percent of our class, and neither agrees with what has happened in high schools since 2001. Who understands the effects more then the people who experienced it? I would have to completely agree with Casey and Lauren. NCLB allows students who put forward minimal or no effort to
Final exams are a time of stress for students to worry about if they can recall all the lessons that their professors have went over within that semester. Students who are scarcely passing any of their classes need their final exams to be passing grades, so they tend to study a little harder. Finals also allow students to see how all the lessons they have learned connect through small facts. Identifying and understanding thoroughly everything the professor particularly emphasizes in class can be a hard and tough experience when preparing to study for finals. In Joy Alonso’s “Two Cheers for Examination “she uses examinations to examine the purposes and useless of exams in two and four year colleges to appear to students and teachers.
Passing a standardized test is a skill that can be taught, but does not truly measure what a student has learned in the classroom; therefore standardized tests should not be used as a tool to measure students knowledge because students have more to offer than just filling in bubbles. Standardized tests don’t provide information that is useful in the future, resulting in students losing interest in learning because its not fun. The average student does not enjoy being cooped up in classroom for four hours filling in bubbles. This is when students think that the school is a reflection of standardized tests and they no longer want to learn. The information used in standardized tests has no importance in the real world.
In the article Stop the Madness, written by Diane Ravitch, she elaborates on the issue of exceptionally high test taking. Teachers teach towards their test and as a result, are lazy. These faculty members, especially the teachers, worry more about the final test scores their students receive than if their students are grasping and fully understanding the educational topics. This is because the test grades that the students earn is how teachers are judged and ranked in the system. Therefore, in order to achieve these ideal scores, they are using the same tests and classwork every year.
Students today that are missing out on the true contexts of the lesson taught are going unnoticed, due to the pace and lesson requirements the teachers are responsible for teaching. In most states, students are required to pass an exit exam. This may be a way to test a students’ knowledge; however, their attention is focused on passing the test instead of learning. Also, teachers are judged based upon students’ passing grades, which influences them to focus students’ attention on just passing the test. For instance, I live
short term review is not likely to be of much benefit.” Short term review and trying to each students content are, in essence, what coaching programs are doing. Again, students should prepare in the long run for entrance exams by taking harder classes in high school. Unfortunately, in the United States many students from low-income families are in schools where they are not encouraged to take rigorous academic courses or the courses are just not offered to the students. There is also a positive correlation between family income and test performance. (Depalma).