For years, our schools have lagged behind in other countries. Many students arrive in our colleges without having to find the deficiencies in education, teachers have come up with standardized testing. The method used is a very useful tool. I asked Kay Sibley, who retired after 33 years of education and said, "For standard testing, the workplace should reflect what's in the classroom." Unfortunately, this has become a way of punishing teachers and schools. One example is that the child is not left behind (NCLB). If the students do not perform well standardized tests, schools and teachers are responsible. NCLB was supposed to be writing to improve the education and find the children who crawl through cracks.
NCLB's intention was to both raise the educational standard and curb the curriculum from state to state. The federal government can not control which states are obliged to teach their schools but are able to reduce federal funding for states that disagree with NCLB. NCLB was based on the theory of income-based education, which lies in the conviction that the higher the standards and targets, the better it will be. Part of the thinking behind the law was that poorly performing schools suffered only because of their inadequate quality. For example, a poor neighboring school is just because nobody is looking forward to it. NCLB does not take into account the environmental impacts on children in low-power schools. NCLB was one of the driving forces behind standardized testing for disaster, because it creates an atmosphere where the results are not used to help students succeed, and does not take into account students outside the classroom.
Many children at home get little or no support. At best, parents have more jobs or long hours, so they can not help their children with school work. In many cases, however, parents regard all education as the responsibility of schools to start behind children. We can see that children in kindergarten can not color, stick or use scissors. As these kids are on a higher level, there is no one who can read at home or practice mathematical facts. Today's kids arrive to school in the morning and often do not have enough sleep, which is difficult for their school work. The first and second graders said that they had to stay very late. I do not know that exact statistics apply to hungry students, but the numbers are somewhere between 16 and 40 percent. I think that the huge difference between the numbers is that the criteria for the studies differ greatly from the fact that parents recognize that their children have to go hungry for school. However, none of these takes into account standardized testing. This is important because if a child is sleepy or hungry, they are more easily distracted. It takes a long time to process the information and answer the questions. They are more likely to make mistakes or misunderstand the question and answer of the tests.
Teachers with decades of experience find it difficult to keep up with the changes and the accelerated pace that these standard tests create, so how can we really expect them to cope with the children? If a child who is empty because of lack of sleep or lack of food, it becomes impossible. Heaven will help them if they have a learning disability in the mix. In my interview with Mrs Sibley, she said, "More students need accommodation than they receive. Students with standard study must be crazy, but states must give their students accommodation, but what about a child who has a child, who raises processing issues and has only a few points to participate in special education: these students who really need extra support, but because of the lack of financing and the lack of staff, only so many children are involved in the special education network, we need to remove them the standardized testing costs and the basics should be placed on the support of our students.
There are so many students who need extra help, but they are exactly beyond the minimum to receive this help, they can only do the tests themselves, they are the same the students who are more teachers they want time, but because they need to be ready for standardized tests, it should be done to ensure they have taught all the materials that will be on standardized tests. This is another way for standardized testing to harm children's education. This forces the teacher to move, even if they know that their students are incomplete in their understanding. Basically, they are "tested" for tests. & # 39;
The initial argument to NCLB was that teachers would have finished teaching for testing, which essentially meant that students were taught in the test. At first glance it may seem a good thing; people think that this means they teach the students everything they need at each level. Which in fact means that students do not get well rounded education. Not so much enrichment topics learned. He often leaves little or no time for teachers to explain to students how the material relates to students' lives. Unfortunately, the first argument against across-country standardized tests has been validated, teachers always say that they feel they are taught to test. and they do not really feel as if they have enough time to effectively teach each subject.
As standardized testing is one of the driving forces of teaching, one of the teachers I work with has said that teaching is getting harder every year. Teachers feel taught tests and there are many. This reduces the morale of teachers and students. This also causes enormous anxiety for students who do not feel like being good testers. People have standardized tests, "high-stakes tests" because in some states, students need to pass a test to go to the next grade or end up. Unfortunately, many schools are so much financially involved that they have no money to overcome the inequalities affected by funding and are so busy taking the time to tackle inequalities that do not require funding.
Because of standardized testing, children no longer receive cohesion education. Students are flooded with information that breaks down. Kids receive essentially all puzzle pieces, but they do not get directions on how to make pieces. There is no point in using what we are learning. If all you have to learn to comply with all standardized tests, how will they build these children to face the knowledge-based future?
The curriculum is constantly changing in order to quickly improve test results. School principals try to find the secret formula because they are pushing to show immediate results. The method of teaching mathematics two years ago was different from the way in which mathematics was taught last year. So, children need to learn not just all subjects but change the subject, and answer each question according to the new rules. All this takes away the opportunity for children to really absorb the subject's flesh and see how they fit together. You will quickly learn to squeeze a test and then pass it on to the next thing without actually understanding the concepts. The school day is so fast that teachers are forced to go to the next part of learning even if their students really need to spend more time in the current part of the curriculum. Teachers are forced to move so fast that students expect to learn mathematical facts in a fraction of the time previously permitted. I know that many third-grade students who are difficult to add to something as simple as seven and five. Those who can write a number on the page do not necessarily add two nicknames and two pennies. The information will be discontinued. Instead of preparing tests, teachers should be able to teach the basics that children need to know about the functioning of society.
The lack of a deeper understanding begins with today's high school students. Tests are improving at the national level at national level, but by the time these children reach the high school, the scores actually decrease. "We do kids with tertiary math courses who do not know how to add, subtract, or share unless they use a calculator and who are lost in fractions." (Welsh, 2008) This is a sad fact because this standardized test has another reason to ensure that our students know what they need to be well-versed in the university. If you can read only eighth grades or just write simple maths, how will you go to college and if so, how will you survive? Not only standardized testing does not work, it draws students away who really learn what they need to be successful in life.
Many consider education-related issues like those who go to school alone, so they tend to all school funding. What many seem to have forgotten is that in schools the students will be adults in the next fourteen years. If these students are educated, they are more burdensome for programs such as public service or further training through employment agencies. Now we have to change the education system. Funding for standardized testing would be better spent on programs such as high school teaching, smaller class sizes, and extending special education to all children who are struggling at school. It's time to stop spending time and money on standardized testing, which is a false impression of what our teachers are doing and start making money and time in order to provide our students with the best education possible.
Instead of all the standardized tests, teachers should be able to write their own tests based on the curriculum that students need to recognize at each class level to have a strong educational base. The results of these tests should be used to find out which students are lacking in understanding and in what areas they can re-teach these concepts. Smaller class sizes allow teachers to spend more time challenging advanced students and helping students overcome the obstacles they face. Teachers should be given greater flexibility in teaching a more integrated curriculum so that students can learn why factions are important. There is a time to show children the miracle of literature and not to teach them to decrypt the tiny information to get the right answer to the tests. If less money is needed for standardized test materials, school districts may have money for new technologies, books and kits for classrooms.
Teachers must be able to take the time to establish a solid basis for learning in earlier grades to become a well-trained, productive society. This includes more time for mathematical facts, reading concepts, arts, sciences, social sciences, and even physical education. We must move away from the doctrine to the test. & # 39; and use a format that helps students see how these things relate to their lives and not how to apply a test. We owe today's students and ourselves to eliminate standard testing and start focusing on what each grade needs to be able to go to the dormitory to be ready to learn what they need to know on a solid basis get into society. We have to act and start from the federal government and the state government for why we use standardized testing rather than to improve our schools when it obviously does not work. We have to talk to our children and we need to tell the government that we want real changes in the education system, changes that will help our students instead of violating our schools and teachers.