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12 February, 2015 - 11:00
Available under Creative Commons-ShareAlike 4.0 International License. Download for free at http://cnx.org/contents/ce6c5eb6-84d3-4265-9554-84059b75221e@2.1

Our questions focus on part of each assumption.

Exercise 13.2.29

How much emphasis should schools place on reading, mathematics and science? What role should art, physical education, social studies, and music play in school classrooms?

Exercise 13.2.30

Do standardized tests measure students' performance on content standards adequately? Should schools be judged on students' scores on standardized tests? Is it important that classroom observations of students (by teachers or others) are not included.

Exercise 13.2.31

Will students and teachers be motivated by the tests. Stiggins (2004) argued that while high achieving students may be motivated by tests many students who find the tests difficult will give up and so be less motivated. Do you agree with Stiggins or the assumption underlying NCLB?

Exercise 13.2.32

Are the unintended consequences minimal? Is classroom instruction improving or becoming narrowly focused on test taking skills and content?