The impact of SATs

The impact of SATs Special Study: What impact do Standard Attainment Tests (SATs) have on the education of primary school children in the final year of each Key Stage? Standard Attainment Tests (SATs) have been an integral part of summative assessment in primary education since their introduction in the 1990s. These tests, occurring at the end of each of the first two Key Stages, usually take place in May, when Year Two children sit tests in English and Maths, and Year Six children are tested in English, Maths and Science. The rationale for these tests was that the results should, first, genuinely give information about how children were doing in the National Curriculum (Sainsbury and Sizmur, 1996). Secondly, these assessments should provide an authentic reflection of the kinds of work children have to do in following the curriculum (Sainsbury and Sizmur, 1996). However, from the outset, SATs have attracted considerable criticism in the media, not only from teachers and parents, but also from education researchers and government officials (Yarker, 2003). This criticism stems from the notion that these groups do not believe that either part of the above rationale is being ideologically or practically adhered to. In the first instance, they argue that the most important reason for collating the test results is not to determine individual childrens attainment levels, but instead to compare the overall attainment of one school with others. In the second instance, they argue that the tests, and their implem entation, do not accurately reflect the range of educational tasks undertaken by children in school: by posing a series of predominantly closed questions under strict, timed test conditions, all the test results indicate is a level of the childrens competence at taking tests, and not their ability in the subject in question. According to Wintle and Harrison (1999), these test results are the most significant performance indicator used by teachers, inspectors, parents and other professionals. However, one major component group is missing from this statement: the children taking the tests. It is crucial to examine the issues surrounding the impact that SATs have on these children, so that an overall view of the situation can be established. These issues can be split into three broad categories. Firstly, it is important to consider how and why childrens learning is affected by SATs. Secondly, childrens attitudes, both towards this aspect of their schooling and likewise to the test itself, need to be discussed and analysed. Finally, it is vital to examine the emotional effects SATs have on children, and the causes and consequences of these effects. One of the principal effects on childrens learning, according to research by Connors et al (2009), is the issue of children being taught to the test in the months and weeks preceding the eventual sitting of the SATs. This involves classroom activities such as children learning how to answer typical SATs questions and the taking of practice tests, in addition to the delivery of the National Curriculum in the relevant subjects. In some respects, this can be beneficial to children. For example, they should be well prepared for the type of questions that will be posed in the SATs; it might be concluded from this that they will gain higher marks. Moreover, it may positively impact on childrens behaviour, as argued by Hall et al (2004), where the taking of practice tests improves childrens concentration and greatly reduces classroom disruption, as they regularly need to display these attributes under test conditions. There are, however, other respects in which the methodical approach of teaching to the test may be disadvantageous to childrens learning. For instance, due to the importance of SATs for summative assessment purposes, teachers feel personally accountable for their pupils results (Connors et al, 2009). This is for two main reasons: firstly, they are responsible for the academic progress of the children in their class, and therefore feel that whatever marks these children achieve in their SATs reflect their competence as practitioners. Secondly, on a broader scale, they also feel pressurised into teaching to the test in order to maintain or improve the schools position in the SATs league tables, and also to meet national targets. This can have a negative impact on childrens learning as, during these heavily SATs-focused lessons, children are taught examination technique rather than developing the knowledge and skills the test is designed to assess (Hall et al, 2004). This limits a holis tic approach to their education, as this teaching method revolves around memory and repetition, rather than skills and application. Furthermore, because teachers are limited as to how far they can deviate from the curriculum, the scope for creativity in these lessons is greatly reduced. Another way in which SATs impact upon childrens learning concerns the fact that an increasing percentage of the school timetable is being dedicated to the teaching of the SATs subjects, according to research by Webb (2006). Although English, Maths and Science, due to their long-established importance across all Key Stages, have always featured prominently in the school schedule, the danger exists that a disproportionate amount of the school week will be spent on the teaching and learning of these subjects, primarily caused by the teachers feeling of personal accountability (Connors et al, 2009). Consequently, the rest of the primary curriculum subjects, especially art, music and physical education (Webb, 2006) may not have as much time devoted to them. This would adversely affect the childrens right to receiving a broad and well-balanced primary school curriculum. Taking this potential curricular imbalance a stage further, some schools organise weekend and after-school SATs clubs, an d some parents enlist private tutors for extra SATs coaching sessions (Byrne and McGavin, 2004). On a positive note, these courses of action may help to increase childrens confidence and competence in the target subjects. However, these constant levels of coaching, both during and after school hours, may change childrens attitudes towards SATs-orientated teaching and learning, and their eventual participation in the tests themselves. According to research by Connors et al (2009), some children, especially those taking the Key Stage Two SATs, regard both the prior preparation and the test itself to be ways of challenging themselves at school. This sense of challenge can increase childrens motivation and application levels in the classroom (Drummond, 2003), as children try to meet the demands of an increasing, more intense academic workload, and acquire new knowledge and skills. What is unclear, however, is whether these increased motivation and application levels are mirrored in non-SATs subjects. Another positive aspect of the challenge of SATs is that many children associate hard work with higher marks (Webb, 2006), which can be an additional motivational factor. Although it could be argued that aptitude, rather than attitude, contributes to higher levels of achievement, it is nevertheless important to encourage this positive thinking. This idea is extended on a social level by Byrne and McGavin (2004), who argu e that the achievement of higher marks can add a competitive element to educational proceedings, as children try to achieve more highly than their peers do. However, it is important to note that this has the potential to cause emotional distress to the child who does not perform as well as others, even if the competition is meant to be friendly and light-hearted. In contrast, many children have a much more negative attitude towards SATs and the teaching and learning associated with it. Referring back to the challenge of SATs, according to research by Hall et al (2004), some children, rather than viewing them as a challenge to be overcome, regard them instead as either a bridge too far or, even worse, a complete waste of time. In the case of these children, these negative attitudes may be caused by a variety of factors. For example, they may be lower achievers who find the increased intensity of, and the amount of time devoted to, SATs preparation difficult to cope with. This can cause them to become disillusioned about the SATs, which, in turn, can have an adverse affect on their behaviour and motivation levels. At Key Stage Two level, many schools place children into ability groups in the SATs subjects (Webb, 2006); this can alleviate this problem to a certain extent, as their individual learning needs can be more appropriately catered for. Nevertheless, it could be argued that, although the level and pace of such learning would be more appropriate for lower achieving children, this solution does not directly address these childrens possible concerns about the amount of time allocated to the SATs subjects. A further concern for lower achieving children, according to Yarker (2003), is that, if they do not achieve what they consider to be good marks in the tests themselves, they will be labelled as failures. It is, however, important to clarify that these children are never labelled in this way by teachers, but by the children themselves, who are concerned about the effect that SATs results will have on their future, both academically and motivationally. Another factor that may cause children to have a negative attitude towards the SATs is highlighted by Wintle and Harrison (1999), who argue that the concentration on SATs preparation is linear and regimented to such an extent that children no longer have any ownership of it. This can have a distinct attitudinal effect on the children. They may become disillusioned by the fact that, because of the focus on SATs work, they are simply undertaking activities and tasks for the sake of knowing how to do them for SATs purposes, rather than for the benefit of their own learning. Cullingford (2006) echoes this view, stating that, with regard to SATs preparation, children perceive their task in school as not so much to think as to guess what it is that the teachers want. Moreover, further research conducted by Cullingford (2006) suggests that many children, particularly those at Key Stage Two level, are surprisingly aware of the importance of SATs and even the significance of league tables. It can therefore be argued that they consider SATs to be one of the most, if not the most crucial aspect of their schooling during the final year of each Key Stage. This attitude can have a positive or adverse effect on their commitment to the SATs and the preparation for them; again, this depends on the attitude and aptitude of individual children. This surprisingly common awareness of the importance of both the SATs and the results they achieve in them is one way in which children can become not only attitudinally affected, but also emotionally affected by them. In this instance, because of the strong focus on preparing for the tests, children may feel pressurised, and in many cases excessively so, for two main reasons. Firstly, according to a study by Connors et al (2009), some children put themselves under pressure to perform well because they have worrisome thoughts and concerns about the consequences of failure if they do not. It could be argued that this level of worry should have no place in the mind of a child of primary school age, although it does further illustrate the importance the children place on SATs. Secondly, many children realise that SATs results are important to their teachers; consequently, the children also perceive them as important (Webb, 2006). This realisation, generally speaking, is a subconscious o ne: the children are not told outright by the teacher that the SATs are important. Instead, the curricular focus on the preparation for the SATs signifies their importance in the childrens minds. Furthermore, if the children respect their teacher (the way they should in an ideal situation), then they may feel under pressure to perform well in the SATs to attempt to prove that their teacher has taught them well, thus enhancing their reputation. One final important point about this kind of pressure is that it may not necessarily have a negative effect on all children; conversely, some children may thrive on it, and work harder and achieve higher as a consequence. It can be argued that any increase in pressure will increase the likelihood of stress and anxiety, particularly in the case of children, who will not have had the experience of coping with such pressure increases at this stage of their lives. According to Yarker (2003), children, particularly at Key Stage One level, become stressed through constant teaching to the test and test practice, due to both its intensity, and its implementation to the apparent exclusion of the rest of the curriculum. However, Byrne and McGavin (2004), whilst acknowledging the stress that this may cause to children, argue that it is the thought of, and the participation in, the tests themselves that cause the highest levels of stress and anxiety in children. In certain severe cases, research has even discovered a direct link between these SATs related stress levels that can be detrimental to the childs health and their life outside school, such as loss of sleep (Yarker, 2003), loss of appetite (Hall et al, 20 04) and headaches (Connors et al, 2009). With regard to childrens emotions about the prospect of being formally tested, some children were excited and were looking forward to taking the tests, according to a survey by Connors et al (2009). A possible reason for this could be the fact that they may regard the tests as the culmination of their hard work, and they offer them the chance to put their newly acquired skills and knowledge into practice. They can prove to themselves and to their teachers that they have learnt what the tests require them to learn. In contrast, other children can display signs of nervousness and apprehension during the period immediately prior to taking the tests (Connors et al, 2009). Reasons for this could include the fear of getting a poor result, which may not only adversely affect their self-esteem, but may also make the child think that their teacher (and possibly their parents and their peers) will think less of them as a result. They may also worry that they have not worked hard enough, or not achieved enough in the target subjects to obtain the level that they want to achieve. Furthermore, children can often have problems during the taking of the test itself (Byrne and McGavin, 2004), not only for the aforementioned reasons, but also due to other factors. For instance, many children, particularly at Key Stage One level, may find it difficult to formulate answers and recall previous learning and knowledge under the pressure of timed test conditions. Furthermore, if the child is not in a prepared, focused frame of mind before the test starts, this can affect their performance on the day, which could lead to a lower, potentially misleading test result. In conclusion, it is clear from the evidence that primary schools take the process of preparing children for the SATs tests very seriously. However, the way in which this issue is approached depends on the individual school concerned, and the ways in which they implement their teaching and classroom procedures. One thing remains constant, though. Regardless of the methods used, and the reasoning behind them, SATs will have an academic, attitudinal and emotional impact on childrens education in the final year of each Key Stage. Although the evidence available has predominantly shown a bias towards SATs having a negative impact in these respects, they can have a positive impact under the right physical and mental conditions. In the same way that the approach to SATs depends on the individual school, the level and the inclination of the impact depends on the individual child, and their individual level of aptitude, dedication, self-belief and resolve. Reference List / Bibliography Byrne, K. McGavin, H. (2004) A parents guide to primary school. London: Continuum Connors, L. et al (2009) Causes and consequences of test anxiety in Key Stage 2 pupils: the mediational role of emotional resilience. In: British Educational Research Association Annual Conference. University of Manchester, 2-5 September 2009. Cullingford, C. (2006) Pupils views of the school experience. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Drummond, M. J. (2003) Assessing childrens learning. London: David Fulton Fielding, S. et al (1999) The (mis)use of SATs to examine gender and achievement at Key Stage 2. Curriculum Journal, 10 (2), pp. 169-187 Gipps, C. V. (2002) Beyond testing: towards a theory of educational assessment. London: Routledge Falmer Green, C. et al (2001) Children put the national tests to the test. Education 3-13, 29 (3), pp. 39-42 Hall, K. et al (2004) SATurated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30 (6), pp. 801-817 Headington, R. (2003) Monitoring, assessment, recording, reporting and accountability: meeting the standards. London: David Fulton Sainsbury, M. Sizmur, S. (1996) Curriculum-based assessment and the search for authenticity. In Sainsbury, M. (ed) SATs the inside story: the development of the first national assessments for seven-year-olds, 1989-1995. Slough: NFER Tennent, W. et al (2008) Assessing reading at Key Stage 2: SATs as measures of childrens inferential abilities. British Educational Research Journal, 34 (4), pp.431-446 Webb, R. (2006) Teachers perspectives on teaching and learning in a performativity centre. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Education Research, 51 (2), pp. 137-159 Wintle, M. Harrison, M. (1999) Coordinating assessment practice across the primary school. London: Falmer Press Yarker, P. (2003) The hours of folly: settling accounts with SATs. Forum, 45 (3), pp. 98-101

Examples of Ethical Dilemmas Accounting

Examples of Ethical Dilemmas Accounting: Your supervisor enters your office and asks you for a check for $150. 00 for expenses he tells you he incurred entertaining a client last night. He submits receipts from a restaurant and lounge. At lunch your supervisor’s girlfriend stops by to pick him up for lunch and you overhear her telling the receptionist what a great time she had at dinner and dancing with your supervisor the night before. What do you do?Bank Teller: You have worked as a bank teller for several months when one of the other tellers who has become a good friend tells you that her daughter is extremely ill and that se must have an operation to survive. She also tells you that she has no insurance and the operation will cost $10,000. Sometime later you ask her about her daughter and she tells you she is just fine now. She then confides in you that she took $10,000. 00 from a dormant account at the bank to pay for the operation. She assures you that she has already st arted paying it back and will continue to do so until it is all returned.What do you do? Computers: In your spare time at work, you have developed a new spreadsheet program on the personal computer in your office. It is even more powerful, yet easier to sue than anything on the market. You share your new program with a friend who encourages you to market it on your own because you could probably make an incredible profit in a very short time. This is a very attractive option, yet you developed it using company equipment and during time that you were at work. What do you do?Journalism/Advertising Your newspaper has published a report on a national study, which concluded that bottled water has virtually no health advantages over the tap water in more cities, including yours. The study included comments from local health storeowners and water distributors challenging the study. The AquaPure Bottled Water Company, advertising account worth over $75,000. a year, has threatened to pull it s account with your newspaper unless you run another story of equal prominence, focusing on the benefits of bottled water. What do you do? Read also Ethical Dilemma â€Å"Glengarry Glen Ross†Ã‚   by David MametLaw Enforcement You are a rookie officer assigned to a training officer for the first six months of your employment. The training officer is a 20-year veteran and is a close friend pf thee Assistant Chief of Police and the brother-in-law of the Watch Commander. The third day that you are working with him you respond to a burglary call at a local convenience store. It is 2:30 am and the manager has been notified. You are directed to wait 30-35 minutes for his arrival. A short time later you observe your partner take a soda, candy and a bag of chips. He consumes the soda and chips.When the manager arrives, the two of you depart. What, if anything, should you do? Personnel Your company has a firm policy regarding cases of theft of company property. Used company equipment is on a table to be sold by bid each month. You see a valued employee who is 2 months from retirement slip an electric drill from the table a nd put it in his car before the day of the sale. What so you do? Real Estate A lady from out of town calls you to list her deceased parent’s home in Liberty. She is not sure what it is worth, but says she will be happy to get $50,000. 0 for the home. You look at the home and feel it is worth at least $75,000, and re4laise it would be perfect for your brother. What do you do? Retailing You are the buyer for a retail-clothing store. Your store has a policy of not accepting gifts. However, over the years, salesmen have offered, and other employees have accepted lunch, theater and baseball tickets. You arrive home from the office and find a new TV and DVD player on you doorstep with a note that says: â€Å"A personal gift for out long standing friendship.Enjoy it with you family in good health. The Jones Clothing Company† What do you do? Teacher You have a student who is from a single parent family. The student must work to attend college. However, the job is interfering w ith the student’s performance and several assignments have not been turned in. You have determined that a â€Å"D† is all the student can make when a counselor informs you that the student need a â€Å"C† to qualify for an academic scholarship. ’ What do you do?

Understanding Comparison Essay Samples

Understanding Comparison Essay Samples Why Almost Everything You've Learned About Comparison Essay Samples Is Wrong Luckily essay writing is one particular location where you can. In order to comprehend how to begin an essay, you have to first have a complete comprehension of what you're likely to be writing about. When you purchase the very first essay here, you will soon discover that the fear is not anything more than the False Evidence Appearing Real. Every wonderful essay starts with a terrific brainstorm. There are several more arguments in the article which are not correctly supported. To begin with, in the same way as any other bit of academic writing, a comparative essay ought to have a goal. You should research your topic to select three claims. To compose a high-quality paper, you've got to understand how to pick your topic properly and utilize it to create a practical outline. Following are a few common examples. When you surf our site for recommendations that may help you write your own essay, you will come across many helpful tips. Choosing the right topics might take a while in case you don't have a list of sample topics facing you. It's needless to mention your topics ought to be precise and on point. The Battle Over Comparison Essay Samples and How to Win It At the same time that you may be someone who can begin an essay off of the surface of your head free of problem, a lot of people discover that it's simpler to sit down and write out an outline before beginning. From time to time, the best method to learn and understand new information is via seeing and understanding work which is already completed. We humans like to compare things. One of the most frequent reasons people start looking for assistance with essay writing is they realize they're running out of time. If you believe that differences instead of similarities are somewhat more important for your essay, you should wind up with stressing differences, and vice versa. Always keep in mind that your conclusion should only restate facts you've already analyzed. For instance, if you've got to generate a comparison between two unique events through two aspects, you are going to need two paragraphs. After the table is finished, it is going to be simple to highlight the similarities and differences. The Secret to Comparison Essay Samples An individual can watch a documentary within two or three hours. Students will not just will need to be in a position to draw similarities betwee n two competing events, but students will also have to demonstrate why two distinct events are dissimilar. Students ought to make sure they understand the topic before they start the document. They should understand the specific requirements of an assignment prior to beginning their comparison essays. They can typically understand the structure with just a short amount of instruction. Many students might have to make contrast essays for various courses. The Lost Secret of Comparison Essay Samples Therefore, learners will need to perform a lot of research as a way to create effective comparison contrast essays. Before writing the true paper, you've got to thoroughly consider your subjects. Comparative essays are usually simple to write and ought to stick to exactly the same standard paper structure as any other academic writing assignment. Seek out the primary and secondary sources on the provided topics before you begin your very first draft. Before you begin, it is essential to choose topics which you really know well. When you desperately need compare and contrast essay aid, you should browse the subsequent topics. To compose a successful thesis statement, it's important to determine and name the objects of the comparison as a way to clearly understand the intention of the comparison. If you're thinking about writing a lengthier paper, perhaps you'll split this up into five distinct paragraphs an introduction, unique facets of the very first subject, similarities between both subjects, unique details of the second subject, and a conclusion. Other times, comparing and contrasting at least two subjects is merely some of a bigger essay assignment. The very firs t step that students should take as a way to make comparison contrast essays is to assess the project requirements. In these paragraphs you will start discussing the second one. In the majority of cases, it's put in the introductory paragraph and gives brief information regarding the content of the text. As one reads the paragraph, as opposed to the very first sentence telling you right away what the paragraph is all about, one reads the entire paragraph and absorbs several distinct ideas. Each paragraph of a conventional assignment follows the exact format, too.

Case Study Liberty And The Elderly Patient - 1271 Words

#3 Case Study: Liberty and the Elderly Patient In our culture, respect for individual autonomy is valued to the highest degree. We want to do what we want to do, what we think will give us fulfillment and meaning in life. In other words, we value our liberty and the last thing we want is somebody or some circumstance infringing on it. Ronald X is a self-sufficient man who values his liberty. After he broke his leg, everything changed. The free and autonomous life that he was enjoying was now going to change. His medical comorbidity of artheriosclerosis causes him to be confused at times. The doctor and his children did not want him to be discharged home until they found an appropriate nursing home. Ronald X is aware of his problems and†¦show more content†¦Ronald has episodes of confusion related to his condition of arteriosclerosis. He wanders aimlessly in the city putting his safety at risk. Does he have decisional capacity to dictate his care? Does he have the right to patient autonomy? Are we robbing him of his civil liberties? Decisional capacity refers to the patient’s ability to perform a set of cognitive tasks including understanding and processing about diagnosis, prognosis and treatment option; weighing the relative benefits, burdens, risks of therapeutic options; applying a set of values to the analysis; arriving at a decision consistent over time and communicating the decision (Post Blustein, 2015). Ronald does not meet all the requirements for someone with decisional capacity but this does not mean that he cannot make and specific decisions for himself at a certain time. He has fluctuating decisional capacity but on his best days, he still can dictate his care and the caregiver needs to respect that. Capacity is not global, nor is it constant. The determination of capacity can be problematic because of inconsistencies of time, physical condition at the time it was determined or the individual can manipulate results. Some critics also question pathological mental competence. Ronald, due to h is age and clinical condition may demonstrate fluctuating capacity but at a certain degree can still make decisions and has the insight to do so. The caregiver and healthcare professionalShow MoreRelated Dutch vs. American Euthanasia Essay1250 Words   |  5 Pagesallowed for cases where children from 12 to 16 years old could request and receive euthanasia against the wishes of their parents. The modified proposal still allows child euthanasia in this age group, but not over parents objections [New York Times, 7/14/00]. Still unclear is the fate of another controversial feature of the original bill, allowing adults to sign advance directives requesting euthanasia in the event of future mental incompetency. 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