Public Examination Should Not Be Abolished Essay

While several states are implementing several(prenominal)(a) form of standards-based reform, there is very microscopic empirical evidence to launch that standards, assessment, and high-stakes accountability programs are effective in improving public schools. In many states, such as California, attempts to implement standards-based reform are inconsistently or care slightly aligned with quality research. The following are some of the shortcomings of standards-based reform. 1. Recent reports on the standards-based reform movement in New York bespeak that in many schools the careless implementation of standards and assessment may hold negative consequences for educatees.Vague and unclear standards in several subject areas in several states complicate matters and do not labor along as cover standards defining what students should know and be able to do. 3. Top-down standards cut downd by the federal or state government are also problematic. They impose content specifications without taking into account the different needs, opportunities to learn, and skills that may be let for specific districts or regions. Table 1 Advantages of SBA compared with external examinationinations Point Characteristics of SBACharacteristics of Exams mountain chain Extends the get and diversity of assessment collection opportunities, task types and tax assessors Much narrower range of assessment opportunities less diverse assessment one exam per stratum Authenticity Assessment done by students own teacher less possibility of cheating as teacher knows student capabilities assessments more in all(prenominal) likelihood to be realistic Removes assessment entirely from instruct and learning nerve-racking conditions may lead to students not demonstrating real capacities ValidityImproves validity through assessing factors that cannot be included in public exam settings Limits validity by limiting scope of assessment, e. g. difficult to assess interaction skills in exam envi ronment Reliability Improves reliability by having more than one assessment by a teacher who is familiar with the student allows for multiple opportunities for assessor look/standardisation Even with double marking, examiners judgments can be touch on by various factors (task difficulty, topic, interest level, tiredness, etc) little probability for assessor reflection / review FairnessFairness is achieved by following commonly-agreed processes, outcomes and standards teacher assumptions most students and their oral language levels is made explicit through collaborative share-out and discussion with another(prenominal) teachers Fairness can only be achieved by treating everyone the same, i. e. setting the same task at the same time for all students. FeedbackStudents can receive constructive feedback immediately after the assessment has finished, thus improving learning The only feedback is usually a grade at the end of the course no opportunities for interaction with assessor n o observe to ask how to improve Positive washback (beneficial influence on teaching and learning) ongoing assessment encourages students to work consistently provides important data for evaluation of teaching and assessment practices in general Examination is purely summative, and does not serve any teaching-related purpose effects on teaching and learning may even be negative may encourage teaching to the test and a focus on exam technique, rather than outcomes.Teacher and student empowerment Teachers and students become part of the assessment process collaboration and overlap of expertise take place within and across schools Teachers play little to no role in assessment of their students and have no opportunity to share their expertise or knowledge of their students students treated as verse Professional development Builds teacher assessment skills, which can be transferred to other areas of the curriculum Teachers have no opportunity to build their assessment skills get little or no feedback on how to improve as teachers