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45. Competitionfor high scores severely limits the quality of learning at all levels of education.
第一次写，用了一个小时??求狠拍
It is often a natural reaction forstudents to dislike examinations. As many have argued, when competing forhigher exam scores, we could be deprived of the happiness that is supposed to accompany us in school, and therefore the competition could limit our learning quality. While the statement might be true in some circumstances, we should also notice the indispensable role of grades in education, and even in the whole society: it allows the society to pick ones that are more likely to succeed in future. Therefore, whether a particular score does harm you or it does help you, the question really depends on circumstances.
In many situations pursuing higher scores does limit the quality of educations. This is especially true when, inorder to pursue a decent score, students are forced to learn how to take exams instead of how to explore and acquire knowledge. A typical example comes from China, the most populous country in the world. In every year, millions of twelfth-grade Chinese students have to compete for higher scores in the once-in-a-life nationwide college entrance exam. Because of the low admission rate and the fact that going to college could permanently change one's future, students begin to receive intense exam training as early as in their tenth grade. Furthermore, in order to be better prepared, these students hardly have any free time to absorb and cultivate their interests on any subject. As a result, the exam itself does not thoroughly indicate all students’intellectual capability, but reflects more on the preparedness of their test strategies. The cruelty certainly illustrates that a score system could beharmful.
However, because of the scarcity of education resources, the society does need a standardized evaluation system to predict one's future potential of being successful. For example, take the same instance of the Chinese college entrance exam. Given the tremendous size of the candidate pool and limited number of institutions, there would no better way to select potentially successful students than offering a standardized exam. We simply cannot eliminate the existence of such system. Instead, we should come up with better ways of relying on it.
Indeed, scores and exams could be helpful if they are genuinely indicative of one's future potential. For example, even without much strategic practice, a student good at mathematics would be more likely to receive higher scores on SAT quantitative exams, so does someone good at literature on the verbal part, but it is not the case in vice versa. To best show one's intellectual capability, it requires that both the student and the receiving party (i.e. company, graduate school) pick the right score system, and more importantly, it requires efforts from the exam provider to come up with tests that are truly effective. With the right evaluation system, competing for better scores will not hinder the quality of education, but will instead foster the overall education system by truly selecting most brilliant individuals for the society.
Inconclusion, to know whether competition for higher scores hinders education, we need to know the type of scoring system under discussion. A general test systemthat fails to test one's intellectual ability is definitely harmful, but a well-tuned system targeting specific groups of students could be beneficial to the entire education system. The discussion on scores therefore depends on circumstances. |
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发表于 2012-7-27 14:39:59
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