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Why Education System Fails To Challenge Students At School

Teachers are all at sea: despite a great dealtheir achievements of specific learning
of effort over the past 20 years, academicgoals.
achievement among high school students
continues to lag behind. In their attempt toNeedless to say, such attitude creates a
improve school results, the educators arefearful attitude of students towards
trying to find roots of poor academicassessment. They are learning not for
achievement  of  high  school  students.acquiring some knew exciting facts, but for
getting a "pass." Education comes to grades
Some point the finger at the outrageousrather  than  knowledge.
homework loads students are snowed under.
Supporters of this idea argue that students3.  Incoherent  Assessment  Tasks
are overburdened with academic demands of
questionable value and, as a result, end upIt is deplorable that the everyday practice
indifferent to studies, exhausted, and wornof most teachers is to set numerous,
out. Probably, there is some grain of truthtime-consuming and unrelated tasks that ask
in this claim. However, recent investigationsfor a great deal of work to be done in the
have  rebutted  these  suggestions...shortest time period. Consequently, this
approach makes students adopt surface
The recent Pew Research Centre poll hasapproaches to learning by clutching at facts
produced unprecedented results: it's not highand memorising them as best as they can in
pressure, but low expectations that areorder  to  pass.
bringing  the  American  students  down!
Things would have changed, if teachers built
This claim was corroborated by Denise Clarkthe unrelated assessment tasks into a
Pope, a Stanford University lecturer who hascoherent whole. This way, students would be
written about the effects of stress onable to work on coherent projects, gain
students. The research she conducted insystematic and profound knowledge in the
comfortable San Francisco Bay Areasubject area. Moreover, they would be more
communities proves that the reason of poorchallenged to do their own research, show
level of knowledge is not the heavy workloadinitiative,  and  be  proactive.
students are exposed to but the lack of
challenge  in  the  school  environment.4.  Lack  of  Personal  Approach
Thus, it gets straight that the problem ofWith mass classes consisting of more than 20
low academic proficiency lies with what -children, many students feel deprived of the
rather than how much - students are asked todue attention on their teacher's part. They
do. And now, the main contributing factorsare placed among the great lot of students
that lead to low learning proficiency of highwithout their personal interests, and
school students are wrong approach toproblems with studying being taken into
assessments, incoherent assessment tasks,account.
teachers' and parents' indifference.
Unfortunately,  this  list  is rather long...As a result, students don't feel cared about,
lose their identity, become indifferent to
1.  Incomprehension  of  the Studying Purposestudies and lose faith in the brighter
future. It is a problem of a great lot of
The main reason why so many students don'tstudents.
feel interested in what they are doing at
school is the incomprehension of their5.  Parents'  Attitude
studying routine. In fact, a vast majority of
teachers are even not bothered to explain toUnfortunately, a great number of parents also
their students what the learning outcomescontribute to the problem of low interest in
are, why they need to achieve them and howstudies. Many of them have a "performance
they  will  be  assessed.orientation," which emphasises results such
as students' grades, rather than whether they
Thus, students read stacks of books, writemaster the material. On top of that, they are
hundreds of essays having no idea of thereluctant to weigh-in and help their children
initial purpose of all this hassle andwith home tasks for the fear of being unable
bustle. They accomplish their tasks byto answer a question and lose children's
command which needs to be bluntly carriedrespect.
out. Studies become a real must, a dreadful
duty, which results in lack of interest,However, these fears are unjustified. This
reluctance  to  study  and  show  initiative.way parents mislead their confused children,
refuse to give them a helping hand with
2.  Wrong  Assessment  Approachstudies  and aggravate the existing problems.
Another contributing factor to the downwardThus, it gets clear that children are wrongly
knowledge proficiency is the wrong approachaimed at quantity of knowledge rather than
of assessment. The matter is that assessmentquality. As Denise Clark Pope has put it,
is often wrongly intended by teachers as"There is too much content-and-coverage
punishment for students, or traps to catchstress. It should be about challenging and
them out. Grades seem to exist in order toengaging students on multiple levels." And if
show students' errors, mistakes and drawbacksradical steps aren't taken in the nearest
in the study area, rather than to givefuture, the situation is likely to be
students reasonable chance of demonstratingaggravated.



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