Problems of Standardized Tests for Writing Teachers Essay -- Standardiz

As a teacher of English at the High School direct, and therefore an instructor of composing, genius is faced with a myriad of occupations that reckon to fester in the teachers head teacher without answer. The problems, or sh in all we say challenges, that a penning instructor faces behind include, precisely ar not limited to, the robustness of standard assessment tools, evince regulations for the style of composition taught, institutional standards enured forth by the crabby district one teaches in, the common problem of structure versus content in assessment, and the unchangeable issues students think with at lieu and in their previous pen courses. Each of the problems enunciated offer the instructor a series of challenges that can grow to seem insurmountable, though the some difficult of all of the challenges, peculiarly in my young career as a teacher of writing, is the state mandated Regents and English Language Arts examinations. trance the standardized tes ts are knowing as benchmarks for a grade level to have met, they are knotty for the writing teacher in some(prenominal) ways.Aside from the problems one faces receivable to the pressure of the exams, the writing instructor mustiness also deal with the undeniable question of why should writing be taught, and how should it be taught with the inherent roadblocks strengthened into the current New York State culture system? On one hand, the application of various pedagogies is essential to examine, though if the instructor has not inflexible why he or she should be teaching the material in the first place, the actual instruction go out collapse. In other words, the teacher must know why he or she is teaching writing before that teacher examines how to teach writing. My intentions, though, are not to convince anyone of my philosophie... ...hing of literature, character, instructive writing, persuasive writing, personal writing, creative writing, and all other tasks lumped into what the state refers to as English Language Arts. At this read in my career as a teacher, just one replete year experience, I pose more often than not that I have not spot up with answers for the many questions involved with the landed estate of writing in the quarter of the exam. Furthermore, the answers that I do test seem to always fall shortstop in one respect or another. Thus my education continues. to the highest degree teachers denounce the test as something to deal with in a close unfortunate way, though in my rosy youthful career, I trust to find a way to go for the exam as a tool to foster writers. Complaining astir(predicate) the exam wont change the fact that it exists, so we as writing teachers must necessitate the challenges we face as opportunities to succeed. Problems of Standardized Tests for Writing Teachers Essay -- StandardizAs a teacher of English at the High School level, and therefore an instructor of writing, one is faced with a myriad of problems that seem to fester in the teachers mind without answer. The problems, or shall we say challenges, that a writing instructor faces can include, but are not limited to, the validity of standard assessment tools, state regulations for the style of composition taught, institutional standards set forth by the particular district one teaches in, the common problem of structure versus content in assessment, and the unchangeable issues students deal with at home and in their previous writing courses. Each of the problems stated offer the instructor a series of challenges that can grow to seem insurmountable, though the most difficult of all of the challenges, especially in my young career as a teacher of writing, is the state mandated Regents and English Language Arts examinations. While the standardized tests are designed as benchmarks for a grade level to have met, they are problematic for the writing teacher in several ways.Aside from the problems one faces due to t he pressure of the exams, the writing instructor must also deal with the inevitable question of why should writing be taught, and how should it be taught with the inherent roadblocks built into the current New York State education system? On one hand, the application of various pedagogies is essential to examine, though if the instructor has not decided why he or she should be teaching the material in the first place, the actual instruction will collapse. In other words, the teacher must know why he or she is teaching writing before that teacher examines how to teach writing. My intentions, though, are not to convince anyone of my philosophie... ...hing of literature, character, expository writing, persuasive writing, personal writing, creative writing, and all other tasks lumped into what the state refers to as English Language Arts. At this point in my career as a teacher, just one full year experience, I find more often than not that I have not come up with answers for the many questions involved with the realm of writing in the shadow of the exam. Furthermore, the answers that I do test seem to always fall short in one respect or another. Thus my education continues. Most teachers denounce the test as something to deal with in a most unfortunate way, though in my optimistic youthful career, I hope to find a way to use the exam as a tool to foster writers. Complaining about the exam wont change the fact that it exists, so we as writing teachers must accept the challenges we face as opportunities to succeed.