scholarly journals Grade Inflation: Causes, Consequences and Cure

2018 ◽  
Vol 7 (6) ◽  
pp. 86 ◽  
Author(s):  
Faieza Chowdhury
Keyword(s):  
Learning Outcomes ◽  
Education System ◽  
Primary Schools ◽  
Grade Inflation ◽  
Academic Institutions ◽  
Signaling Mechanism ◽  
The Public ◽  
The Past ◽  
Student Trust ◽  
Widespread Phenomenon

Academic institutions worldwide, from primary schools to universities, use grades or marks as a fundamental sorting and signaling mechanism for students. The grades awarded to students should be indicative of learning outcomes. However, do the grades awarded today accurately reflect student achievement in the classroom? Grade inflation has become a widespread phenomenon within the education system in the past thirty years, garnering massive condemnation among educators, researchers and the public. Some people even view grade inflation as a scandal, an injustice and a violation of student trust. Nevertheless, there are some academic institutions that find it convenient to ignore this problem and, in some cases, encourage the practice. In this paper, we examine the various factors that can contribute to grade inflation. Additionally, we assess how grade inflation can create problems for students, faculty, and society as a whole. Finally, we provide some suggestions and recommendations to solve the problems of grade inflation.

scholarly journals Teaching Science in Today’s Society: The Case of Particle Physics for Primary Schools

Universe ◽  
2021 ◽  
Vol 7 (6) ◽  
pp. 169
Author(s):  
Cristina Lazzeroni ◽  
Sandra Malvezzi ◽  
Andrea Quadri
Keyword(s):  
Particle Physics ◽  
Primary Schools ◽  
Scientific Information ◽  
Decision Makers ◽  
Educational Institutions ◽  
The Public ◽  
The Past ◽  
Rapid Changes ◽  
The Subject ◽  
Ongoing Project

The rapid changes in science and technology witnessed in recent decades have significantly contributed to the arousal of the awareness by decision-makers and the public as a whole of the need to strengthen the connection between outreach activities of universities and research institutes and the activities of educational institutions, with a central role played by schools. While the relevance of the problem is nowadays unquestioned, no unique and fully satisfactory solution has been identified. In the present paper we would like to contribute to the discussion on the subject by reporting on an ongoing project aimed to teach Particle Physics in primary schools. We will start from the past and currently planned activities in this project in order to establish a broader framework to describe the conditions for the fruitful interplay between researchers and teachers. We will also emphasize some aspects related to the dissemination of outreach materials by research institutions, in order to promote the access and distribution of scientific information in a way suited to the different age of the target students.

Teacher Turnover in Rwanda

2020 ◽  
Author(s):  
Andrew Zeitlin
Keyword(s):  
Learning Outcomes ◽  
Low Income ◽  
Primary Schools ◽  
Teacher Turnover ◽  
Early Career ◽  
Low Income Countries ◽  
Early Career Teachers ◽  
The Public ◽  
Teacher Skills ◽  
Nationally Representative

Abstract Despite widely documented shortfalls of teacher skills and effort, there is little systematic evidence of rates of teacher turnover in low-income countries. I investigated the incidence and consequences of teacher turnover in Rwandan public primary schools over the period from 2016 to 2019. I combined the universe of teacher placement records with student enrollment figures and school-average Primary Leaving Exam scores in a nationally representative sample of 259 schools. Results highlight five features of teacher turnover. First, rates of teacher turnover are high: annually, 20% of teachers separate from their jobs, of which 11% exit from the public-sector teaching workforce. Second, the burden of teacher churn is higher in schools with low learning levels and, perhaps surprisingly, in low pupil–teacher-ratio schools. Third, teacher turnover is concentrated among early-career teachers, male teachers and those assigned to teach Math. Fourth, replacing teachers quickly after they exit is a challenge; 23% of exiting teachers are not replaced the following year. And fifth, teacher turnover is associated with subsequent declines in learning outcomes. On average, the loss of a teacher is associated with a reduction in learning levels of 0.05 standard deviations. In addition to class-size increases, a possible mechanism for these learning outcomes is the prevalence of teachers teaching outside of their areas of subject expertise: in any given year, at least 21% of teachers teach in subjects in which they have not been trained. Taken together, these results suggest that the problem of teacher turnover is substantial in magnitude and consequential for learning outcomes in schools.

scholarly journals Addressing Absence

2006 ◽  
Vol 20 (1) ◽  
pp. 117-132 ◽  
Author(s):  
Abhijit Banerjee ◽  
Esther Duflo
Keyword(s):  
Primary Schools ◽  
Health Facilities ◽  
Evaluation Methodology ◽  
Health Providers ◽  
Innovative Strategies ◽  
The Public ◽  
Active Involvement ◽  
The Past ◽  
Randomized Evaluation ◽  
Shed Light

Absent providers are a major problem both for public health facilities and primary schools in many developing countries. For example, in India, absence rates for teachers are over 24 percent, and for health providers they are over 40 percent. This paper presents evidence on a number of innovative strategies to reduce absenteeism in government– and nongovernmental organization–run schools and health facilities. These strategies were implemented in Kenya and India over the past few years and have been evaluated using the randomized evaluation methodology. The strategies involved alternative levers to fight absence. Some tried to improve incentives for providers, either through rewards and punishments implemented by external monitors, or through facilitating a more active involvement of those who expect to benefit from the service. Others are based on the idea that the providers are discouraged by the lack of interest among the potential beneficiaries in what they are being offered; these strategies aim at increasing the demand for the services as a way of putting more pressure on the providers. The results of these efforts, taken together, shed light not only on ways to address the problem of absence in the public sector, but also on the underlying reasons for this phenomenon.

scholarly journals Innovations in higher education in Ukraine (2011-2021): trend analysis

2021 ◽  
Vol 7 (3B) ◽  
pp. 569-581
Author(s):  
Nataliia Ridei ◽  
Lesia Viktorivna Viktorova ◽  
Mykola Yevgeniyovych Chumak ◽  
Oksana Kondur ◽  
Liudmyla Petrivna Kanova
Keyword(s):  
Higher Education ◽  
Trend Analysis ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Education System ◽  
Academic Training ◽  
Modern Education ◽  
The Past ◽  
The Subject ◽  
Independent Work

Innovation - an important aspect of the functioning of the modern education system. The article analyzes innovative trends in higher education in Ukraine over the past 10 years. Ukrainian innovations in higher education are considered in the context of European and world trends and standards. The analysis and generalization of materials on the subject revealed five educational trends: convergence of academic training in professional practice, application of competence approach in assessing learning outcomes, growth of students' independent work, increase of creative component in learning, readiness to function in conditions of uncertainty. Each trend is analyzed according to the scheme: necessity of innovations, content of trends, specific variants of trend implementation. In recent years, higher education institutions have been increasingly stimulating both students and teachers to innovate.

scholarly journals Teachers Perceptions about Reward Systems in Classroom

2021 ◽  
Vol 2 (2) ◽  
pp. 59-62
Author(s):  
Aisha Javed ◽  
Noor Muhammad
Keyword(s):  
Social Sciences ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Rating Scale ◽  
Positive Impact ◽  
Teachers Perceptions ◽  
The Public ◽  
The People ◽  
Point Rating Scale ◽  
Public Primary School

A Reward system is used to influence the people in any organization. In education, teachers are used rewards to influence students learning outcomes. Therefore, the present study was conducted to find out the teacher's perceptions about rewards in the classroom. All the teachers of the public primary school of district Toba Tek Singh were considered for the population of the study. A questionnaire was used as a research tool for collecting the opinion of respondents, including a five-point rating scale. A total of 200 teachers (100 male and 100 female) were selected as a sample from 100 public primary schools in Toba Tek Singh. Data were analyzed using SPSS (Statistical Package of Social Sciences) through t-test, mean and standard deviation. It was concluded that most of the teachers agreed that reward encourages the students to move forward. It was also proved that the rewards system was significantly better towards learner’s achievement. It was also confirmed that most teachers improved their performance regarding their rewards system; therefore, it had a positive impact on achieving the targeted objectives.  

scholarly journals Do Pay-for-Grades Programs Encourage Student Cheating? Evidence from a randomized experiment

2017 ◽  
Author(s):  
Tao Li ◽  
Yisu Zhou
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Randomized Control Trial ◽  
Monetary Incentive ◽  
Policy Implications ◽  
Randomized Experiment ◽  
Academic Cheating ◽  
The Past ◽  
Randomized Control ◽  
Student Cheating

Pay-for-grade programs were adopted in many schools within the past two decades. Despite doubts over its effectiveness in improve students performances, educators worry that monetary incentive could skew student learning motivation and lead to academic cheating. Due to data limitation, there has been scant empirical study on this issue. Using a randomized control trial in Chinese migrant primary schools, we studied the effects of pay-for-grades programs on academic cheating. We provide new insights into the feasibility of such policy to improve learning outcomes, show concerning levels of cheating in Chinese migrant schools, and discuss its policy implications.

scholarly journals Die standortgerechte Dienstleistungshochschule

1996 ◽  
Vol 26 (104) ◽  
pp. 329-355 ◽  
Author(s):  
Torsten Bultmann
Keyword(s):  
Higher Education ◽  
Education System ◽  
Critical Analysis ◽  
The State ◽  
Historical Aspects ◽  
Higher Education System ◽  
The Public ◽  
The Past ◽  
German System ◽  
Scientific Associations

The German System of higher education is quite apparently in crisis; it needs to redefine it's function and legitimize itself. In the public this is mostly discussed as a question of efficiency. In the course of the past years, conceptional agreements have been made by the state, the economy and scientific associations, upon forms of fundamental reorganization concerning the system of higher education, on the basis of measurable effectiveness in management. Tenor of the article is a detailed critical analysis of these concepts. Above all, this requires a description of the nonfunctioning areas which the system of higher education system shows today, emphasizing on historical aspects.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 591
Author(s):  
Narko '
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Preliminary Data ◽  
Primary Schools ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

PENERAPAN STRATEGI CONTEXTUAL TEACHING AND LEARNING (CTL)UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 320
Author(s):  
Siwi Enggar Makarti
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Analytical Techniques ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Contextual Teaching

The background of this study is the low learning outcomes IPS. It is characterized by the acquisition of the average value of social studies students at 59.10 with the percentage of students learning completeness amounted to 50.00% from 20 students. This research is a classroom action research (PTK) which aims to improve student learning outcomes through the implementation of strategies IPS Contextual Teaching and Learning (CTL). This study was conducted in 010 primary schools Silikuan Ukui Hulu subdistrict, with research subjects fifth grade students with a number of 20 students. This study was conducted by two cycles. The data used in this study are the activities of teachers, student activities, and learning outcomes are collected using the observation technique teacher and student activities and written tests, while the analytical techniques used in this research is descriptive analysis. The study states that the acquisition of the activities of teachers and students and learning outcomes in each cycle has increased. This is supported by: (1) the percentage of activity the teachers in the first cycle of the first meeting by 45%, in the first cycle of meetings II percentage teacher activity by 52%, the percentage of teacher activity in the second cycle of the first meeting by 65%, the percentage of teacher activity in the second cycle meeting II by 75%; (2) the percentage of student activity in the first cycle of the first meeting by 49%, in the first cycle of meetings II percentage of student activity by 60%, the percentage of the activity of students in the second cycle the first meeting by 63%, the percentage of student activity on the second cycle of meeting II by 79% ; (3) learning outcomes in basic score of 59,10.Dan which reached KKM 65 only 10 students or (50%). The first cycle of the average value obtained by the students reached 63.6. Students who achieve KKM there are 13 students or 65 (65%). Cycle II average value obtained students achieve value above 67 means the KKM. Students who reached the last 16 students or (80%).

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