Reflecting on High Expectations
Reflection
The international Ranking of Student Achievement
Academic achievement is reported around the world by student performance on international tests that result in rankings of countries. One of these tests Program for International Student Assessment (PISA), provides a high ranking readings by policy members to determine if a country has a strong educational system. PISA is an assessment to determine if young adults starting at age 15, have the skills needed to cope with everyday society skills such as loss of a job, family breakup, solving problems, and making decisions.
After the assessment, PISA allows educators and policy makers to determine the correct policies that should be in place to then adapt into local contexts.
International Math and science student (TIMSS) is another international ranking of student achievement. This assessment begin as assessing students in fourth grade, and also in eighth grade. This was first conducted in 1995, with statistics that were recorded helped to gauge where students were at academically according to math and science in the United States as well as other countries. By analyzing TIMSS statistical report educators are able to examine changes in mathematical and science achievement. By doing this, teachers can edit or modify lesson plans I the classroom. This assessment examines scores from United States and other countries, so I was able to look at the statistics of the US as well as California, which is where I teach, so it was interesting to read the statistics from 2011. Some specific examples contrasting rankings of a few other countries and some key statistics include :
-The US average math score at grade 4 was higher than the international TIMSS scale average which is set at 500.
-At grade 4 the US was among the top 15 education systems in math, and scored higher, on average than 42.
-The six educational systems with average science scores above the US score were Korea, Singapore, Finland, Japan, The Russian Federation , and Chinese Taipei CHN.
Reasons
Some reasons for the International ranking of the country include the expectation of high academic achievement. By having such high academic achievements, teachers are expected to go through a series of classes and exams, resulting in a list of qualifications that is required in order to teach. In California where I am from, went to school, and now currently teach, it is required for all teachers to at least have a Bachelors degree, a teaching credential, pass the CBEST, which is an exam to teach, and have a masters degree. Because expectations are so high for academics at a young age, it allows for the proper preparation of those wanting to become educators, as well as provides a positive climate in the education system since it is expected to earn degrees, and pass exams. With such high academic expectations the role of teachers and educators is that they are expected to administer life skills preparation, science and math preparation, and have students pass exams so that the state they are in as well as the country they are in can have a high international ranking.
By administering tests like TIMSS and PISA, by analyzing the results it is able to help identify what mathematics and science, as well as life skills are taught in the classroom. Also by collecting background information on students, schools, teachers, curricula, and official education policies, cross natural comparison of educational context can then be related to student achievement.
Academic Expectations of Teachers, Schools, and Parents in the US
The academic expectations of teachers are held to a high standard by school officials. Teacher’s play a vital role in the preparation of students and academic testing. At my school in particular, teachers are required to take mandatory trainings for each student required assessment. Teacher’s must be able to administer these tests properly, as well as accurately prepare students to be successful when testing. The academic expectations of school when assessing students is also high. Schools have to be accountable for students test scores. They are held to high standards, and if these test standards are not met, schools can get in trouble for that. When schools get in trouble for not meeting testing standards, they have to come down on hard on the teachers because it means the teachers did not adequately prepare the students, and that can result in terminating teachers. Lastly, parents have a vital role in the preparation of assessments for students. It is the parents job to ensure that the students have rested properly, and eaten breakfast. Getting the proper preparation and rest at home, can help improve assessment scores in the classroom, which help teachers and schools. Teacher’s, parents, and schools are all similar in terms of academic expectations. The similarity is that all three of those groups want student success in assessments. When the students are successful in exams, it means the schools did there job in preparing teachers with ample information and test administration, it means teachers did there jobs in preparing the students academically for testing, and Parents did there part to in making sure students were well rested and ate breakfast. The differences of academic expectations of teachers, schools, and Parents is that each one had a different and specific role in ensuring the student pass assessments.
My Perception of Academic Expectations of Teachers, Schools, and Parents in the US
My personal perception of academic expectations of teachers, school, and Parents in the US is that I am in agreeable that each teacher, school, and parent has an important role in ensuring proper preparation and success in student assessments. I believe standards should be set high for students, and for teachers since they are together all year and can prepare together.
My View of the Importance of a Teacher Setting High Academic and Behavioral Expectations for Students
It is very important the role a teacher plays in setting high academic and behavioral expectations for students. As far as behaviors, teachers need to implement rules and procedures in the classroom that protect students, staff, and encourage a positive classroom climate. By doing this, students will be more motivated to learn. Academic expectations should also be set high from the first day of class. The teacher is seen as the leader. If the teacher fails to implement academic and behavioral expectations, students will model that behavior, which may result in poor test scores.
References:
Marzano, R. J. (2010). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, Va: Association for Supervision and Curriculum Development.
Yow, J. A. (n.d.). Trends in International Mathematics and Science Study. Encyclopedia of Curriculum Studies. doi:10.4135/9781412958806.n477
PISA 2012 Results: Ready to Learn (Volume III). (2013). Pisa. doi:10.1787/9789264201170-en
The international Ranking of Student Achievement
Academic achievement is reported around the world by student performance on international tests that result in rankings of countries. One of these tests Program for International Student Assessment (PISA), provides a high ranking readings by policy members to determine if a country has a strong educational system. PISA is an assessment to determine if young adults starting at age 15, have the skills needed to cope with everyday society skills such as loss of a job, family breakup, solving problems, and making decisions.
After the assessment, PISA allows educators and policy makers to determine the correct policies that should be in place to then adapt into local contexts.
International Math and science student (TIMSS) is another international ranking of student achievement. This assessment begin as assessing students in fourth grade, and also in eighth grade. This was first conducted in 1995, with statistics that were recorded helped to gauge where students were at academically according to math and science in the United States as well as other countries. By analyzing TIMSS statistical report educators are able to examine changes in mathematical and science achievement. By doing this, teachers can edit or modify lesson plans I the classroom. This assessment examines scores from United States and other countries, so I was able to look at the statistics of the US as well as California, which is where I teach, so it was interesting to read the statistics from 2011. Some specific examples contrasting rankings of a few other countries and some key statistics include :
-The US average math score at grade 4 was higher than the international TIMSS scale average which is set at 500.
-At grade 4 the US was among the top 15 education systems in math, and scored higher, on average than 42.
-The six educational systems with average science scores above the US score were Korea, Singapore, Finland, Japan, The Russian Federation , and Chinese Taipei CHN.
Reasons
Some reasons for the International ranking of the country include the expectation of high academic achievement. By having such high academic achievements, teachers are expected to go through a series of classes and exams, resulting in a list of qualifications that is required in order to teach. In California where I am from, went to school, and now currently teach, it is required for all teachers to at least have a Bachelors degree, a teaching credential, pass the CBEST, which is an exam to teach, and have a masters degree. Because expectations are so high for academics at a young age, it allows for the proper preparation of those wanting to become educators, as well as provides a positive climate in the education system since it is expected to earn degrees, and pass exams. With such high academic expectations the role of teachers and educators is that they are expected to administer life skills preparation, science and math preparation, and have students pass exams so that the state they are in as well as the country they are in can have a high international ranking.
By administering tests like TIMSS and PISA, by analyzing the results it is able to help identify what mathematics and science, as well as life skills are taught in the classroom. Also by collecting background information on students, schools, teachers, curricula, and official education policies, cross natural comparison of educational context can then be related to student achievement.
Academic Expectations of Teachers, Schools, and Parents in the US
The academic expectations of teachers are held to a high standard by school officials. Teacher’s play a vital role in the preparation of students and academic testing. At my school in particular, teachers are required to take mandatory trainings for each student required assessment. Teacher’s must be able to administer these tests properly, as well as accurately prepare students to be successful when testing. The academic expectations of school when assessing students is also high. Schools have to be accountable for students test scores. They are held to high standards, and if these test standards are not met, schools can get in trouble for that. When schools get in trouble for not meeting testing standards, they have to come down on hard on the teachers because it means the teachers did not adequately prepare the students, and that can result in terminating teachers. Lastly, parents have a vital role in the preparation of assessments for students. It is the parents job to ensure that the students have rested properly, and eaten breakfast. Getting the proper preparation and rest at home, can help improve assessment scores in the classroom, which help teachers and schools. Teacher’s, parents, and schools are all similar in terms of academic expectations. The similarity is that all three of those groups want student success in assessments. When the students are successful in exams, it means the schools did there job in preparing teachers with ample information and test administration, it means teachers did there jobs in preparing the students academically for testing, and Parents did there part to in making sure students were well rested and ate breakfast. The differences of academic expectations of teachers, schools, and Parents is that each one had a different and specific role in ensuring the student pass assessments.
My Perception of Academic Expectations of Teachers, Schools, and Parents in the US
My personal perception of academic expectations of teachers, school, and Parents in the US is that I am in agreeable that each teacher, school, and parent has an important role in ensuring proper preparation and success in student assessments. I believe standards should be set high for students, and for teachers since they are together all year and can prepare together.
My View of the Importance of a Teacher Setting High Academic and Behavioral Expectations for Students
It is very important the role a teacher plays in setting high academic and behavioral expectations for students. As far as behaviors, teachers need to implement rules and procedures in the classroom that protect students, staff, and encourage a positive classroom climate. By doing this, students will be more motivated to learn. Academic expectations should also be set high from the first day of class. The teacher is seen as the leader. If the teacher fails to implement academic and behavioral expectations, students will model that behavior, which may result in poor test scores.
References:
Marzano, R. J. (2010). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, Va: Association for Supervision and Curriculum Development.
Yow, J. A. (n.d.). Trends in International Mathematics and Science Study. Encyclopedia of Curriculum Studies. doi:10.4135/9781412958806.n477
PISA 2012 Results: Ready to Learn (Volume III). (2013). Pisa. doi:10.1787/9789264201170-en
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