2017 NAEP: Summarizing Group Changes
7 years ago
Saturday, October 17, 2009
Effort and Achievement
Do you believe that teachers must teach students today the connection between effort and achievement? I think that the standardized testing has made students lazy and they exert little effort for the rewards of A's on exams or other extrinsic rewards. What is your philosophy on teaching this connection and on extrinsic rewards?
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3 comments:
Standardized tests haven't just made the students "lazy" but they have allowed the system to become complacent without the goal and responsibility to challenge students to be more than "meeting standards." The concept of "good enough" simply will never result in world class education and a life-long thirst for knowledge and understanding.
We no longer have a world-class education system that can compete in a world market. Our current education system promotes minimum competency instead of excellence. And somehow parents and the public in general think that is sufficient.
I hate standardized tests... they teach one particular school of thought and they also teach students to attempt to think like test makers instead of teaching them to be able to explore their own thoughts and to answer questions in a more complex, thoughtful manner. I myself was bad (and still am-- I am sure if I took the GRE again I would struggle) at standardized tests. I seemed to pick the "second best" answer constantly. If I could have sat in front of a committee and justified my answers I may have been able to sway them to accept some of my answers. Unfortunately it does not work that way. I teach ENG 100 currently, a class where most of my students have had problems with writing in the past. These students often do not do well on standardized tests either, but this does not mean that they do not have the intelligence to do well in a college setting. They need to learn to achieve, and to strive to be able to learn in a way most productive to them-- and teaching to a test simply does not work for all students.
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