The Downfall of Assessment
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“... NCLB’s core aspirations: Transparency and public reporting of
the student achievement data; the need for high standards pegged to
post secondary education and careers; regular assessment in reading and math;
accountability based on assessment results and options for parents.” (Piche
129)
The no child left behind model is admittedly flawed due to the fact that the initial judgement on the program assumes that its main purpose is prevent children from falling through the cracks. The problem lies within the preconceived definition of immediate changes. To its core the NCLB is based firstly in routine testing to track the progress if grades in order to adjust education standards accordingly. The no child left behind model works to adjust the method in which children are taught so as to reach as many children as possible; they regulate adjustments through routine assessments in the core subjects.
The way the NCLB is set up it takes a great deal of time to make any necessary changes. The form of daily assessment in core subjects is also a sore point among many educators. While the assessments provide an outline and an opportunity to growth in the educational system based on its findings, many educators believe the questions themselves to be unjust because of their wording. Teachers find themselves teaching to the assessment instead of teaching to the immediate needs of the classroom. While the NCLB act has the best interest of the children in mind the process of it has the capability of doing just that. Because the teachers are focusing on teaching to the test the everyday classroom needs could be over looked.
KD
Taking Sides (Issue 8: Is No Child Left Behind Irretrievably Flawed?) pp. 120-132
• YES: Nichols, S. L., & Berliner, D. C. (2008). Testing the Joy Out of Learning (pp.
122-127)
• NO: Piché, D. (2007). Basically a Good Model (pp. 128-131)
The no child left behind model is admittedly flawed due to the fact that the initial judgement on the program assumes that its main purpose is prevent children from falling through the cracks. The problem lies within the preconceived definition of immediate changes. To its core the NCLB is based firstly in routine testing to track the progress if grades in order to adjust education standards accordingly. The no child left behind model works to adjust the method in which children are taught so as to reach as many children as possible; they regulate adjustments through routine assessments in the core subjects.
The way the NCLB is set up it takes a great deal of time to make any necessary changes. The form of daily assessment in core subjects is also a sore point among many educators. While the assessments provide an outline and an opportunity to growth in the educational system based on its findings, many educators believe the questions themselves to be unjust because of their wording. Teachers find themselves teaching to the assessment instead of teaching to the immediate needs of the classroom. While the NCLB act has the best interest of the children in mind the process of it has the capability of doing just that. Because the teachers are focusing on teaching to the test the everyday classroom needs could be over looked.
KD
Taking Sides (Issue 8: Is No Child Left Behind Irretrievably Flawed?) pp. 120-132
• YES: Nichols, S. L., & Berliner, D. C. (2008). Testing the Joy Out of Learning (pp.
122-127)
• NO: Piché, D. (2007). Basically a Good Model (pp. 128-131)