Description
Post #25: Post the four sentences that integrate textual evidence into your essay: slides 17-18
These four sentences should demonstrate that you can integrate a quotation from an outside text into your essay in multiple ways.
Attached Slide 17 & 18.
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Explanation & Answer
Attached.
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Name
Professor
Course
Date
Problem solving Essay
Introduction
Exams have been a major headache in every education system globally. There is no one single
education-system that its students can boast of not experiencing the challenge of facing exams
and coping with the exam “fever.” In fact, nearly every education system continues to research
on the different ways through which students can be able to “learn” and experience the exam
period with little or no undue tension at all. It is a problem that continues to challenge the sole
essence of the education system and the importance of compressing years of learning into a
single 2-hour examination. The question that arises is as to whether the 2-hour exam justifies the
academic and the co-curricular learning and experience that a student gains in the years they
spent in school. These questions require the adoption of a more continuance system of
examination that justifies the input a student puts in the first year combined with the one that
they have in the final year. More so, it requires answering the question as to whether a
continuance assessment system will determine whether such a student’s grade reflect the correct
input since everything will be averaged to an equal platform. Education systems rely on an
examination formula that base periodical-learning success into a single test query which fails to
take into consideration the holistic experience and learning of the education-system the student
goes through. The curriculum has been narrowed and the manner in which students learn is like a
training on how to give “canned answers to pre-packed questions rather than learning to think
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for themselves” according to Wendy Lecker, former president of the Stamford Parent Teacher
Council (“ Evaluation System Will Compound Problems” 54).
Historical Context
The essence of examination has been and continues to be a qualification upon which people are
gauged and determined to have fulfilled the set purpose. Just like a race, the system fails to take
into account the many hours spent reading and the experience that culminates to such a success
or a failure. It also refuses to take into consideration the underlying factors that individuals
experience before or during such an exam period. Examinations have always been among us
which was a characteristic of the ancient china in the Sui dynasty in 605 AD (Paul 123). Their
essence was to find an equal platform upon which learners can be “identified” from the general
populace. It is the sole reason that the education system was modeled on a stage-like leveling
that culminated in the performance of an examination. Today education systems have grade-like
levels that differentiate between the different learning grades and qualification system (Ravitch
194). Among the most famous is the 8-4-4 education-system that requires students to qualify to
the other stage if they successfully pass the level exams. Such a system requires the students to
go through eight years of primary education, sit for an examination that qualifies them to the
next stage. Those who pass go on to the next level of secondary education. Those who fail are
forced to enroll in technical courses, with the hope that they will prove handy and qualify
excellently. After the four years of the secondary education, they sit for an examination that cuts
off another group of those who fail to achieve the required grade to pursue further the next level
of education. Those who fail at this level are required to join those who failed at the primary
level in technical courses. It is only those that pass that gets to pursue education further and
attain graduate education.
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Present Context
While such a system has been and continues to be effective over the years, it is not final in its
determination of those that are “successful” to be regarded as qualified. “There are very little or
even no positive effects that come from the test-based accountability systems on the learning
process of students and their overall educational progress,” says Carolyn J. Heinrich, the Sid
Richardson Professor of Public Affairs at the University of Texas, and “there is a widespread
tendency of teaching to the test and also of gaming of systems that in the end reflects a wasteful
usage of resources that leads to inflated and inaccurate measures of performances”
(“Standardized Tests with High Stakes Are Bad for Learning, Studies show” 21).
In fact, in the modern era, the most successful persons and the individuals who have achieved
much in their lives have failed in the said “educational systems.” They found motivation and
success in the most un-educational aspect of their lives. Success is no longer based on education
alone but rather on the culmination of creative reasoning and intuitive thinking that allows a
person to “see” beyond what the general populace can “see.” The education system chooses to
base the success of individuals on their ability to retain knowledge on academic matters, rather
than the creative and learned aspect of their learning (Zhao 227). The element of creativity has
been neglected, and “success” has been reduced to the ability of students to retain knowledge.
“Students as young as six or seven years old are currently being subjected to high stakes
examinations. Math and Sciences are the subjects that are frequently tested but the subjects that
help in the development of critical thinking and problem solving skills are squeezed out of the
school day,” says Dennis Van Roekel, MA, President of the National Education Association
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(“NEA President Shares Thoughts on NCLB with Washington Post”). While it has been a
realistic formula with which success has been achieved, the element of creativity cannot be
purely based on some set examinations without taking into account the humanistic aspect. This is
not to say that education serves no role in the success of these persons, but rather, education
should stop being used as the sole platform upon which success is based on.
Reviewing the Challenge
The question we ask then is, which the most effective examination module in determining the
most “qualified” student? This is an issue that needs to be addressed from different angles. In the
passing of a sitting exam, what does it qualify one too and what are the consequences of foul
play? For example, if a student cheats on an anatomy exam paper and manages to gunner an A
grade, while a genuine student who understands anatomy get...