{"content":{"sharePage":{"page":0,"digests":[{"id":"33348990","dateCreated":"1296245314","smartDate":"Jan 28, 2011","userCreated":{"username":"crystalgremillion","url":"https:\/\/www.wikispaces.com\/user\/view\/crystalgremillion","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/klam-emeralds.wikispaces.com\/share\/view\/33348990"},"dateDigested":1532763036,"startDate":null,"sharedType":"discussion","title":"Stiggins","description":"Compare and contrast formative and summative assessment. Address the 3 approaches to formative assessment in your response.","replyPages":[{"page":0,"digests":[{"id":"33399042","body":"summative assessment is a test used "after learning" to see how much the student has learned. A summative assessment can be seen as the course final. On the other hand, formative assessment is a test "during learning" to help guide the teacher and motivate the student. Formative assessment is primary used to promote students and help them believe that they can succeed rather than judge their success as summative assessment does. Though very different, summative and formative assessment can be used together by the first approach "Test more frequently". In this approach, summative assessments are given more frequently so that teachers and school leaders may learn how the student is doing and if it they are improving. This approach uses "summative assesment in formative ways". The second approach to formative assessment is to manage the data gathered in formative assesment more efficiently so that the data can be timely placed in the teachers and other desicion makers hands and they can timely decide how to further improve student success. The last approach focuses on the student, it calls to make the student a decision maker argues that the student also be given the data of their progress so that they can me motivated to succeed.","dateCreated":"1296428971","smartDate":"Jan 30, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33408418","body":"Summative and formative assessment are both designed to test student's knowledge on what they learn. Summative assessment are test administered after being thought, to determine if the student has learned. Formative assessment is the test administered during the lesson is being thought, to check the amount of understanding a student has or has gained from what is being thought. There are three approaches to formative assessment;firstly, "Test more frequently." In this approach the students are tested on a collections of test items that meet the state standard. Through this approach the teachers get to understand what the students are good at and the areas where they are weak. This helps the teachers to design the lessons that help the student improve in the topics they find difficult. The second approach is called, "Manage data more effectively." This is an approach where the students are tested using multiple choice questions and their test scores are managed online and through computer softwares that are designed to analyze, summarize and report the results to the teachers and school leaders. This helps the teachers and school leaders to identify gaps in student learning,
\nand translate test results into conclusions
\nabout program improvements. The final approach to formative assessment is, "Assessment FOR learning." An assessment where the students are testes directly by their teachers and the results helps the teacher, student and the parents understand the progress in mastering the knowledge and skill to meet the state standard.","dateCreated":"1296445174","smartDate":"Jan 30, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33411106","body":"A summative assessment refers to evaluation of student progress after learning in order to prove whether or not said student learned the material. A summative assessment places much more emphasis on a final grade than whether or not a student actually learned. Summative assessments facilitate student de-motivation. A student's primary objective is to pass a test.
\n
\nFormative assessments are characterized by evaluating a student "during learning [and] to promote student success rather than grade" it. Formative assessments use evaluations as tools that conduct themselves on a day-by-day basis. Formative assessments focus on the question, did the student learn the material?
\n
\nThe 3 approaches to formative assessments include testing frequently, manage data more effectively, and assessment FOR learning. Testing more frequently gives educators a clearer idea of when and where students are struggling. With frequent testing and good management of data, one is able to pin point missing fragments of a student's comprehension. An annual or semi-annual standardized test will display where a student needs improvement, but when it's too late. In classes where the curriculum requires understanding of A->B->C..., a student may miss out on A and thus have no shot at B or C. With frequent testing, the problem is addressed soon after it happens, rather than months. Finally, assessment for learning provides students with step-by-step learning goals they are expected to achieve. The teachers' goals are not to have students receive high testing marks, but to show proof that they have learned, understand, and can apply the material taught to them.
\n
\nWith a formative assessment policy, students are not judged by their test scores. Low scores provide educators with data they need to assess problems with student learning, rather than what needs to be done to improve the overall score.","dateCreated":"1296455584","smartDate":"Jan 30, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33411282","body":"Firstly, by giving positive feedback to students on their work and giving students words of encouragement on their weaknesses is good way to improve formative assessment. Also, the teachers need to give students an opportunity to express their understanding of the material through classroom interaction. For example, asking them if they have any questions or concerns over the material being taught. Last but not least, the teacher needs to give students feedback on graded tests and assignments so the student knows what they are doing wrong and how they can improve to be successful next time. Also, tests and graded work should not just be portrayed as \u201cmarks\u201d but feedback on where they are going wrong in their understanding with an opportunity to improve. Students also need to be able to self-assess themselves so they can focus on the purpose of their education and what areas they may need improvement in.","dateCreated":"1296456801","smartDate":"Jan 30, 2011","userCreated":{"username":"RAHIMMOMIN","url":"https:\/\/www.wikispaces.com\/user\/view\/RAHIMMOMIN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33529498","body":"Ebby,
\n
\nYou stated that assessment for learning is beneficial to the student, teacher, and parent, but how and why? I believe this method is useful because it is guaranteed that what is taught and what is tested are warranted. The standardized testing system in place now does not guarantee this. This relates back to the SAT not being able to separate the underdeveloped cream from the crop. Although a student may have decent understanding of a concept, if it is tested in a confusing manner, a student may choke and not answer correctly. In conclusion, assessment for learning reduces the chances of a student's grade misrepresenting their knowledge.","dateCreated":"1296620402","smartDate":"Feb 1, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33536524","body":"I do not think that the assessment was referring to a standardized test. Assessment for learning is given by the teacher hence would be graded by the teacher. This helps the teacher to see where exactly the students strength and weakness in a subject lies. Through this the teacher can clear any misunderstanding the student has regarding a concept and help the student improve. This helps the student to understand and improve in those areas that he or she is weak in. Parents also are benefited because it helps them to know what exactly is their child's weakness and take the necessary steps to help the student to master the concepts.","dateCreated":"1296653614","smartDate":"Feb 2, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33537606","body":"Formative assessments are those tests that continually test the students for the knowledge they've acquired, in the middle of learned. Summative assessment is the testing that occurs at the end of the complete learning period to test overall skills. There are several different approaches to the formative side. One is just simply testing more frequently. This is helpful because the more frequently you test, the more likely you can pinpoint that moment in time where the learning took a nose dive. The second approach is called "Manage data more efficiently". It has to do with exactly what it says, learn to use the data in ways that are more beneficial to you and the students. If you got the information faster, you could do more with it. The last approach, "Assessment for learning" is basically an approach that includes the student in the details of there progress. this is very important I think. When students have a choice, more information a better understanding of how they are progressing and what their goals are, they are more likely to be motivated in the classroom. I believe having your own part in YOUR learning experience is needed to get students to the point where they want to learn for themselves.","dateCreated":"1296655465","smartDate":"Feb 2, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33538034","body":"Casey, to your original post, I disagree in part that assessment For learning is all about setting up goals and having those goals met by actual mastery of the knowledge. That is just the basic part of it I think. I think that assessment For learning is more about igniting a flame in the students so that they want to do well for themselves. Its about keeping the student in contact with the teachers and making the students more optimistic about the responses they get back, good or bad, so that they can continue to push forward.","dateCreated":"1296656230","smartDate":"Feb 2, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33348974","dateCreated":"1296245302","smartDate":"Jan 28, 2011","userCreated":{"username":"crystalgremillion","url":"https:\/\/www.wikispaces.com\/user\/view\/crystalgremillion","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/klam-emeralds.wikispaces.com\/share\/view\/33348974"},"dateDigested":1532763037,"startDate":null,"sharedType":"discussion","title":"Sousa","description":"Describe 3 new things you learned about the brain from the Sousa article. The article focus was Math, but how would some of the examples look in a science classroom?","replyPages":[{"page":0,"digests":[{"id":"33399262","body":"I knew that adolescent brains function differently than that of adult brains. However, I did not know that an adult brain, when given stressful tasks recovers resources from other areas of the brain to de-localize the workload. Also, an adolescent brain, given a similar task will primarily use the prefrontal cortex and likely "exhaust itself of resources" and cause irrational behavior.
\n
\nSecondly, when new information is given, blood flow through the left and right temporal lobes is about equal. However, when the same information is presented multiple times, blood flow through the right temporal lobe is reduced whereas in the left temporal lobe, it remains high.
\n
\nThirdly, I was intrigued that the developing prefrontal cortex of an adolescent gives him\/her an advantage when learning algebra. This is due to the fact that the developing prefrontal cortex of an adolescent relaxes itself after working and becomes more receptive to practice, whereas an adult brain will continue to work the prefrontal cortex, making it more difficult to retain algebra.
\n
\nThe 2nd half of the article focuses less on how the brain works and more on how to nurture the brain with new knowledge. The best way to do so is to teach a new topic in a primarily qualitative approach and then focus on a quantitative approach. This would be virtually no different in a science classroom. Like in a math class, material in a science class is often a prerequisite for later material. As students get older, they should be given problems in science, like math that require a higher level of reasoning.","dateCreated":"1296429414","smartDate":"Jan 30, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33410368","body":"1. Working memory is slow so adolescents have difficultly solving problems with many variables.
\n2. Though I knew that teens are known for overreacting I didn\u2019t know that the reason was that their prefrontal cortex was not mature enough to use reason to override emotional behavior.
\n3. The adolescent brain has an enhanced ability to learn algebra when compared to adult brain !!!
\n
\nAdolescents have a great interest in novelty, the article talks of a teen\u2019s interest in a challenging video game but once the teen has completed the game the novelty is gone and the game abandoned. The article takes this idea further and suggests that the teacher has the power to decide if mathematics is a novelty. I think this same concept can be applied in science or any subject matter. It is up to the teacher to create motivation and interest in the particular subject. If the student lacks interest, the student will most likely not succeed in the class.","dateCreated":"1296451747","smartDate":"Jan 30, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33412088","body":"Brain is a fascinating organ this article points out some of the amazing ways the brain works. It was quite surprising to find out the difference between novelty and routine. The transition from right to left Temporal lobe, where when the information is novel the right temporal lobe is activated and after few practices the activity in the right temporal lobe decreased.
\n
\nI was unaware that the environment that an adolescent grows can affect the speed of frontal lobe maturation.
\n
\nThe workload distribution in the adult brain and adolescent brain for a complicated task was also something new
\n
\n The layered curriculum can be used to teach science as well. By creating a student centered learning where the teacher introduces the topic and the students explore further about the process and then the student tries to applies the process to a real life. situation","dateCreated":"1296463471","smartDate":"Jan 31, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33529276","body":" I learned a couple of cool things from this article. One was that when you experience something novel, your right brain deals with it mostly, no matter the subject, and when it becomes routine, it kind of switches over to the left side of the brain. Also, in adolescents, situations requiring hard thought use mainly the frontal lobs of the brain, which is not as myelinated as an adult brain. the lack of some development explains why young people sometimes make rash or "thoughtless" decisions. Another interesting fact was that even though these adolescent frontal lobes are less developed, they are more "plastic" and have an advantage when going up against adults frontal lobes.
\n The approach to science would be about the same as the examples given in the later half of the article. Especially things like giving students choices would be easy to replicate in a science classroom. The next couple of things it talks about after choices are giving students instruction in a tier type model.Tier A,B and C, consist of making them learn the facts, then applying it to previous knowledge, and finally applying all that thought onto new situations with higher level thinking involved. This could be implemented in a science class because there are so many levels of information, and it all applies to real life experiences.","dateCreated":"1296619869","smartDate":"Feb 1, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33529320","body":"Hala,
\n
\nI am living proof that when an adolescent beats a video game, it's no longer novelty, and the game is abandoned. It still happens to me in my 20's as well. However, one exception to the rule is that when some people finish video games, they still find entertainment in beating the game again with better time, and stats, etc. Relating this to science, once a student begins to understand a concept, rather than have them abandon it after a test, it is important to find ways to inspire their interest to deeper understand and apply the concept.","dateCreated":"1296619965","smartDate":"Feb 1, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33530272","body":"I agree with you Casey, I also think that it is important to motivate students in science because there are so many things to be discovered. It is a never ending well of information. There is always something new out there that it seams as if you can never get bored!","dateCreated":"1296622258","smartDate":"Feb 1, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33536008","body":"I too agree with you casey, there is no point learning science if your only learning for the test. Science can go beyond test, i think the reason why most people find science boring is because teachers make it seem like if the test performance is good then the student has mastered the subject. It is important that that the students apply their knowledge to higher level and it is the teachers role to encourage the students to do so","dateCreated":"1296652647","smartDate":"Feb 2, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33348964","dateCreated":"1296245289","smartDate":"Jan 28, 2011","userCreated":{"username":"crystalgremillion","url":"https:\/\/www.wikispaces.com\/user\/view\/crystalgremillion","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/klam-emeralds.wikispaces.com\/share\/view\/33348964"},"dateDigested":1532763038,"startDate":null,"sharedType":"discussion","title":"Popham","description":"Popham stated that "More often than not, the assumed match between what's tested and what's taught is not warranted." What does this mean? Describe a situation in your life where this was true.","replyPages":[{"page":0,"digests":[{"id":"33400078","body":"Popham explains that since the assessment tests have to assess students from the whole nation, they have to be general about the topics they test and sometimes one teacher\u2019s assumption of the general statement is really off from what the assessment makers meant. Popham also goes on to tell that in a study, 50 percent of the material tested was not heavily covered in some of the textbooks and thus consequently the topic was not heavily stressed in the teacher\u2019s lesson. As a student, I was victim to this phenomenon several times. Many times I found myself taking the test and at loss on a particular question or sometimes I knew the subject of the question but couldn\u2019t remember because our teacher had not put much emphasis on the subject. This did not mean that my teacher and school were ineffective, rather it was evidence that \u201ctemperature cannot be measured using a tablespoon\u201d.","dateCreated":"1296431043","smartDate":"Jan 30, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33403692","body":"By the above statement Popham is trying to say that that instructors in schools are not familiar or aware of the kinds of the questions tested in the standardized test. They teach the students according to the textbooks, and give importance to only the topics that the textbooks stress out. But standardized test do not follow the textbooks. Therefore they just assume that what is thought in the class is also tested in the standardized test. The chances that the students are tested on what they are thought are more than unlikely to happen.
\n
\nThere were moments in my life when this was teru. There were times while taking SAT or even TAKS I was stuck in some questions because i have never heard about them or have only a limited amount of knowledge about the subject.","dateCreated":"1296437147","smartDate":"Jan 30, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33411304","body":"This quote means that most of time the teachers grade their student\u2019s test scores harshly so they know where students are at their education level. This is not always the case because many students can sometimes feel stressed or anxious during an exam which inhibits them to think clearly and recall the information they have learned in class. Therefore, they misinterpret the question and answer it incorrectly even though have adequate knowledge to answer the question correctly. As a result, teachers need to examine the student\u2019s knowledge holistically rather than on assessment tests alone.
\nI still remember those days when I was in junior college. Every last week of the month, my chemistry professor gave us a quiz that was worth 25 points each. I did not make a good grade in my first quiz because my professor gave us bunch of questions which did not come from the primary textbook. Consequently, I was stressed out while taking chemistry in junior college and every time when I had a quiz in the class I would stay up whole night studying.","dateCreated":"1296456903","smartDate":"Jan 30, 2011","userCreated":{"username":"RAHIMMOMIN","url":"https:\/\/www.wikispaces.com\/user\/view\/RAHIMMOMIN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33411340","body":"Popham states that what is tested and what is taught is not warranted. Not only does he imply that students are taught and tested over different material, but that standardized tests may present themselves in an unclear way to students. Standardized tests are given to a large range of students from multiple backgrounds. Because of this, tests are given with a "one size fits all" purpose. However, it is nearly impossible to effectively administer a one size fits all test without discrimination.
\n
\nMy sophomore year in high school, I took chemistry pre-ap. All year long, my class worked on chemistry problems with little focus on the TAKS test. About a month before the TAKS test, my teacher had a separate lesson planned just for the general science section of the test. We spent that month cramming information not related to chemistry, simply because the TAKS test for sophomores had some emphasis on biology and physics. My teacher did not have much knowledge regarding physics or biology, so many of the students in my class (including myself) had exemplary scores on every section except the ones regarding biology and physics. Rather than evaluate my knowledge of chemistry, I was evaluated (as well as my teacher) over things I had no expectation of learning at the start of the class.","dateCreated":"1296457062","smartDate":"Jan 30, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33530164","body":"In a way, i think he's trying to say that there is no guarantee the students will be taught everything they will need to know to preform up the standards on these kinds of tests. One study pointed out that textbook material did not correlate to what was expected on the TAKS.
\nWhen i was in high school, as well as in junior high, i never felt prepared for the kinds of situations on the language arts section of the TAKS. I never remembered going over all of the possible examples of grammar, punctuation, vocabulary, etc...I was never good at language arts, and maybe the reason was because I happened to get some bad teacher.","dateCreated":"1296621941","smartDate":"Feb 1, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33531002","body":"Rahim
\nI hadnt thought about the stress factor until you mentioned it and I completely agree with you. It is interesting because some times stress plays such a big role for students that might have stress anxiety or even a student that just got nervous and had a lapse in jugdement. I remember many instances when I was taking a test and knew the material but since I was rushing through the test and super nervous, I made stupid mistakes that inaccurately reflected my knowledge base.","dateCreated":"1296624200","smartDate":"Feb 1, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33348948","dateCreated":"1296245279","smartDate":"Jan 28, 2011","userCreated":{"username":"crystalgremillion","url":"https:\/\/www.wikispaces.com\/user\/view\/crystalgremillion","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/klam-emeralds.wikispaces.com\/share\/view\/33348948"},"dateDigested":1532763039,"startDate":null,"sharedType":"discussion","title":"Huebert","description":"How has tracking been preserved despite its formal abolishment? Describe the type of students who are most often assigned to low-track classes. What are the results\/effects of being in low-track classes?","replyPages":[{"page":0,"digests":[{"id":"33409666","body":"Many middle-class parents are constantly fighting to give their children all possible advantages thus parents play a big role in preserving tracking. One way that tracking has been preserved is through honors classes. Students in an honors math class will probably take all honors classes and continue to take all honors classes in the following years thus preserving the idea of tracking. Low-track classes are designed for students with low ability and a very small likelihood of going to college but, more and more minority and SES students are found in low-track classes. Sometimes low track classes are effective but most of the time the result of students being in a low track class is a lack of \u201chigh-quality curriculum.\u201d Also in my view, the student will not have the proper motivation because the student will be in a low track class.","dateCreated":"1296448957","smartDate":"Jan 30, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33410682","body":"Tacking has been preserved through many different tactics. A very common tactic is parental intervention, where typically middle class parents use school boards to bi-pass educators to give children that share their class an advantage over those of other racial and\/or socioeconomic classes.
\n
\nMinority students, students with low test scores, and low-income students make up a large portion of those assigned to low-track classes. Consequences of being in low-track classes include limited access to high quality curriculum and instruction, and updated technology. Low-track teachers often do not challenge students with problem solving questions and often teach "trivial bits of information... with a dull, isolating curriculum (104).
\n
\nStudents of low-track classes are given up on by educators and law makers. They are pushed aside and are not being equipped with even the necessary skills to graduate high school as a useful member of the US work force.","dateCreated":"1296453151","smartDate":"Jan 30, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33410790","body":"Tracking has been preserved despite its formal abolishment mainly due to parental intervention. This article talks about middle class parents who intervenes to obtain Beneficial positions for their children and even go against school personnel. Student choice, Scheduling conflicts and student achievements are other factors that lead to tracking. The two types of students who are often placed to a low-track classes are minorities and students with low socioeconomic status.
\nLow track classes have less access to well qualified, and highly motivated teachers.
\n Low-track placements do not serve a remedial function, in that they do not help low-track students catch up with students in other tracks. For example in elementary schools low-track classes move in a slower pace compared to high-track classes therefore students from high-track classes have more likely covered more materials. There is also difference in the quality of the material covered; instruction in low-track classes is far less demanding than in high-track classes and far less oriented to the higher-order knowledge and thinking skills that are strongly associated with future success.","dateCreated":"1296453738","smartDate":"Jan 30, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33411358","body":"Tracking has officially been abolished but it is still lives on in other forms. One form in particular that is prominent in school systems today is the division of classes in the forms of honor level courses and Tier 4 which allow students to be grouped in faster paced courses than other students in regular classes. Students who are assigned to low-track classes are often from lower socioeconomic status and are usually minorities. Students who are placed in low-track classes have lower self-esteem and are less likely to be followers in life rather than leaders. It affects them psychologically because they might feel they are not smart or capable enough to succeed in life like their peers who are in honors level classes.","dateCreated":"1296457138","smartDate":"Jan 30, 2011","userCreated":{"username":"RAHIMMOMIN","url":"https:\/\/www.wikispaces.com\/user\/view\/RAHIMMOMIN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33531122","body":"Rahim
\nI agree with you that motivation and self-esteem play a big role in student success. Low-track classes not only give a lower quality of education but they also leave students feeling bellow others. As a result, the students dont have the confidence to take challanges, think differently, and be leaders. Low-track classes do indeed leave a great negative psychological impact on the student.","dateCreated":"1296624699","smartDate":"Feb 1, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}