The Problem and Its Setting
The Problem and Its Setting
“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela.
Education is one of the most important things in life because you as a person will never improve yourself or the world around you. It is important in order for anyone to succeed in the vastly and speedily changing world today our world requires a basic education. Without it, people wouldn’t know how to read, do critical thinking or other things. As what G.K. Chesterton says, “Without education, we are in a horrible and deadly danger of thinking educated people seriously.”
Most people know that academic performance generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of student’s academic performance. In Educational Institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. As career competition grows ever more fierce in the working world, the importance of students doing well in school was caught the attention of parents, legislators and government education departments alike. (Scott K)
Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress off students in schools. Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security. Schools, though invested in fostering good academic habits for the same reason, are also often influenced by concerns about the school’s reputation and the responsibility of monetary aid from government institutions, which can hinge on the overall academic performance of the school. State and federal departments of education are charged with improving schools, and so devise methods of measuring success in order to create plans for improvement.
In the past, academic performance was often measured more by ear than today. Teachers ‘observations made up the bulk of the assessment, and today’s summation, or numerical, method of determining how well a student is performing is fairly recent invention. Grading systems came into existence in America in the late Victorian period, and were initially criticized due to high subjectivity. Different teachers valued different aspects of learning more highly than others, although some standardization was attempted in order to make the system fairer, the problem continued. Today, changes have been made to incorporate differentiation for individual students’ abilities, and explanation of alternate methods of measuring performance is on-going.
The tracking of academic performance fulfils a number of purposes. Areas of achievement and failure in a students’ academic career need to be evaluated in order to foster improvement and make full use of the learning process. Results provide a framework for talking about how students fare in school, and a constant standard to which all students are held. Performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing complaints by holding teachers and school accountable for the components of each and every grade. Performance in school is evaluated in a number of ways.
For regular grading, students demonstrate their knowledge by taking oral and written tests, performing presentations, turning in homework and participating in class activities and discussions. Teachers evaluate in the form of letter or number grades and side notes, to describe how well a student has done. At the state level, students are evaluated by their performance on standardized test geared toward specific ages and based on a set of achievements students in each age group are expected to meet.
The subjectivity of academic performance evaluation has lessened in recent years, but it has not been eliminated. It may not be possible to fully remove subjectivity from the current evaluation methods, since most are biased toward students that respond best to traditional teaching methods. Standardized testing is best responded to by students that excel in reading, mathematics and test-taking, a skill that is not in itself indicative of academic worth. The test reward visual learners and give no chance for kinaesthetic or auditory learners to show their abilities. The standardized test fails to recognize students with learning and physical disabilities that do not allow them to complete the test in the same manner or amount of time as other students. Evaluations form classroom teachers, though they give the most detailed information, may still retain bias if individual differentiation and learning styles have not been taken into account. (Melissa J. Bell, 2011)
The Bachelor of Secondary Education program aims to produce competent and effective teachers in the secondary level. The program also integrates theory and practice, in order to provide the students not only with the necessary pedagogical skills but also with adequate and updated knowledge in their field of specialization. Students under this program are trained to develop the right attitude towards teaching. The program also provides students with the knowledge and basic skills necessary to conduct research work. Academic performance really means three things: the ability to study and remember facts; being able to study effectively and see how facts fit together; and form larger patterns of knowledge verbally or down on paper. When the students relax then their minds become more absorbent and able to learn. They also need confidence that they can be smarter and have faith that their perceptions and ideas are as good as if not better than these of others. (Google.com)
A teacher general performance in teaching is influenced by various intended and external factors. These different teaching factors are measures and assessed in order to come up with indicator or successful teaching that would effectively regulate studies have prospered different criteria or how to access teaching performance there are important common factors that need to be considered. Teacher performance is influence by teachers’ personality characteristics. (Polk, 2006 Curtis and Living, 2001, Mullin, 1992). The studies investing the effect of teaching performance became few and far after 1980’s with point no conduction were arrived at because of the lack of the variables for personal characteristics.
On the other hand, the effect of teaching efficacy on teaching performance has different construct in studies investing these effects of efficacy and personal characteristics of teacher. These are a need to further separate the different dimensions of teaching performance because the effects of personal characteristics and efficacy may vary different studies may mean both effective and ineffective characteristics. (Young and Shaw,1999)
Effective characteristics of the teachers consist of a different set of items as compared with general measures that assesses the level of the teachers performance in teaching(Mayno 2006) for example, teaching methodologies and strategies may be effective or ineffective depending on the implementation of the teachers and hence, should only be used for general assessment and not for surveying the effective characteristics of teachers conversely, items being “enthusiastic” will prepared, genuine, self-confidents etc…. are seen positive and effective characteristics are separated where the former refers to the general ratings of teacher using scale and the latter is comprised of positive characteristics referring to the teachers.
Teaching and learning are two significant terms in our educational set up these two terms correlate with one another. One will not exist without the other. Thus these will be no learning without teaching or vice versa.
In these module the discussions wise focus on the issues related to teaching and learning. The reasons for teaching view of teaching. Determining whether teacher makes a different in students outcomes, improving to quality of teaching, and the characteristics of effective teaching among the topics that are related to teaching.
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 25 October 2016
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