Causes of Low Student Achievement
Does the grading system accurately measure how well a student is learning?
This question itself implies that the grading system used by many teachers cannot be fully accurate in assessing what a given student has learned. Psychology Professor James D. Allen (the School of Psychology at the College of Saint Rose in New York State) explains that while the grading system is supposed to "accurately" reflect a student's academic achievement, it is very likely that in most cases grades do not truly reflect progress in academics, i.e., learning (Allen, 2005, p. 218).
Moreover, Allen says that teachers are required to give grades that supposedly summarize the knowledge a student has obtained, and this is called a "summative evaluation" (219). The teacher should also provide "formative" assessments by directly giving the student feedback and training them to become "self-regulated learners" (219). The grade is supposed to become an "accurate public record" of a student's academic achievement, Allen continues, but it doesn't necessarily follow that a grade is a valid guide to another teacher as to what that student has learned. Hence, the answer to this question is, no, grades don't truly reflect learning.
TWO: What alternative methods of measuring learning that would be meaningful?
There is no doubt that as far as schools' value and teachers' value to communities, there must be an assessment of learning to justify the...
But there are other ways besides grades to assess learning, according to The George Lucas Educational Foundation. For example, the skills that students need today -- learning to solve problems; recall; analysis; comparison; inference, and evaluation -- can't be measured by "…our current high-stakes tests," which end up as grades (Edutopia). Moreover, learning teamwork and collaboration cannot be measure by grades. Students should be required to make presentations based on what they have learned; students should be required to create meaningful projects that reflect their ability to apply what they have learned to solid, bricks-and-mortar-type creations. If a student is in an architectural program, he or she should be assessed based on his or her design of a building. Some teachers sets learning outcome goals at the beginning of the year and at the end of the year assesses how each student progressed in mastering, say, ten skills. That assessment is worth far more than a mere grade because it also indicates what areas need additional attention.
THREE: What are the curriculum implications of standards-based report cards?
Standards-based report cards is used by some school districts to inform and give a more "…accurate feedback to parents regarding their child's progress" than just a letter grade, according to the Wesley Lakes Elementary School (WLES). Using this system students are to achieve Level 1 (emerging knowledge); Level 2 (progressing towards achievement); Level 3 ("Meets" the standard that is expected); and Level 4 ("Exceeds" consistently and independently the standard that has been set) (WLES). What are the curriculum implications? In this system the curriculum should be very well articulated to all students and aligned tightly to the standards-based assessment strategy. Standards-based curriculum shouldn't be any different than other curricula that students are asked to learn; it's all in how the…
school district achievement are correlated with aggregate socio-economic conditions in the community. The impact of socio-economic class on school performance cannot be underestimated. The phenomenon begins as early as kindergarten: "low-SES children begin school at kindergarten in systematically lower-quality elementary schools than their more advantaged counterparts," (Burkham & Lee, 2002). The differences between Shaker Heights and Cleveland are in large part due to their different community demographics. In Shaker
Service Providers on Special student Achievement Students all over the world face the problem of getting low grades in their educational career. There are various factors which play a significant role in student achievement. Certain entities which play a role in student achievement includes, but not limited to, ELL teachers, counselors, occupational therapists, speech therapists and physical therapists. For the purpose of this study, we have selected Sto-Lo Youth Healing
Students level of skills How students are relating to vocabulary usage Time segments in minutes Notes need help (more than 20% are unable to process) Students are spending more time working independently. Fewer students need assistance from teacher. A somewhat skilled (10-20% need some assistance from teacher) working independently (fewer than 10% need assistance from teacher Learning Styles used Time segments in minutes Notes Verbal/Linguistic Visual/Spatial Body/Kinesthetic Interpersonal Intrapersonal Musical Naturalistic Student Engagement Indicators - Make notes of overall impression of the lesson: Students Given Choices Give
Economic Issues of Student Achievement in a Non-Profit School Environment The objective of this work in writing is to examine the economic issues of student achievement in a non-profit school environment. Toward this end, this work will examine literature across many areas of study to produce a synthesis of the information and knowledge available on the economic impacts of achievement among students who attend a non-profit school. Examined will be issues
The achievement gap also may ultimately negatively affect the U.S. As it may cause the nation to become less competitive in the increasingly global communities (What is the…, 2009). In addition, research indicates that the achievement gap contributes to students who more likely grow up to be unemployed, incarcerated, and poor. Consequently, a quality education proves critical for Black children (Elder, ¶ 3). Causes Contributing to Achievement Gap Causes contributing to
• Feeling lack of control because of too many rules and regulations of white institutions. • Fitting in at school may fail to be a priority. • Lack of positive interracial relationships before and during college. • Lack of parental support. (Arnold, 1999). 3. Main Factors Affecting Retention and Attrition Many of the central factors affecting retention and attrition have already been discussed above. As was referred to, preparation is a central factor that was found