Evaluations, Evaluations, Evaluations!<\/h2>\n\n\n\n
An elephant, a monkey, a seal and a cat are standing under the tree. Each of them has the task of climbing the top of the tree. We will assess the time in which they will manage to do so. This common story presents the mechanism of the evaluation system. Despite the efforts, which result mainly in beautifully written documents (and this is where adaptations often end), in our school, we still do not see the individualism of students. We assess them in each subject, assigning the same tasks. Of course, some basics should be the same for everyone. Nothing can replace learning to write, read, or count. For several years, participation in artistic subjects and physical education has been evaluated based on the effort made, not the final result. Why can\u2019t it be the same in other lessons?<\/p>\n\n\n\n
The problem lies not even in the requirements themselves, but in the feedback, and its lack, which is limited only to digits from 1 to 6. Indeed, the teacher does not have time to explain to each child what they did wrong in a particular task. But maybe that is why it is worth limiting the number of tests to the necessary minimum. Maybe it\u2019s worth focusing on learning \u201chere and now,\u201d that is in the classroom, not at home. There is a misconception that if a \u201cportion of material\u201d is to be assessed in the form of a test or pop quiz, students will begin eagerly to absorb knowledge. Indeed, some of them will. But the question is whether they will be able to benefit from this knowledge in life. Do they learn by processing the material at a deep level or are they just limited to so-called \u201ccramming\u201d? If we manage to interest the student in the subject, we will show that what we say is reflected in the reality that a given physical or chemical process occurs in their everyday life, assimilation may turn out to be much more effective. Students will be able to use the acquired knowledge and skills in the future, which is a real indicator that the child has learned something.<\/p>\n\n\n\n However, it is difficult to focus on what interests children and what is useful in life, if we have to \u201crush through the program,\u201d otherwise we will not do it until the holidays and suffer the consequences. We are glad that Polish students score higher in comparative tests against their peers from other European countries. But does this mean that they have a lot of knowledge about the world and can find themselves in it perfectly? No, it does not. This shows that our children are good at taking tests. What percentage of our students, from a country of almost 40 million people, become Nobel Prize winners? How many strong global brands do we have? Of course, we have great scientists and excellent specialists. However, they are people who seem to have succeeded not because of the education system, but despite it. <\/p>\n\n\n\n Teaching key subjects such as Polish, mathematics and foreign languages is mainly preparation for tests. Let\u2019s ignore the frightening fact that one bad day can determine the entire future of the student. <\/p>\n\n\n\n How many absurdities there are in curricula is known only to teachers who, even if they wanted to teach, cannot do so, because their work is also assessed through the prism of exam results, and not by their effectiveness in the actual transfer of knowledge. It has already become a legend that the interpretation of a poem by the student is graded according to a key. Thus, when writing their first longer texts, young people cannot allow themselves the freedom of feeling, association and contemplation of poetry. They have to guess what is important and what is not in the poem from the point of view of the author of the task. They need to know what a given metaphor means and why the author used it. As if one could find a single, universal and objective answer to everything\u2026<\/p>\n\n\n\n Mathematics is the queen of science. And indeed, it is only in adulthood that we notice what is useful to us in everyday life and what is not. Of course, if the student feels that they see their future in a given subject in college and then in their professional career, it is necessary to equip them with the basics that will allow for their development. But why teach everyone everything, or rather demand that everyone know everything? Can someone answer the question of why we solved polynomials at school? A friend who got a \u201c6\u201d (A+) grade in math doesn\u2019t know how to share the cost of fuel for a car trip together. I know, although I scraped through with a \u201c3\u201d (C). <\/p>\n\n\n\n The study of foreign languages should be commented on with eloquent silence. The result of the matura exam depends on outstanding knowledge of grammar. Will there be room for learning conversation in the lessons, during which there is \u201cbelaboring the point\u201d about when we use one tense or the other? Many people perfectly understand the semantic nuances of language but are afraid to use it. Why? We often have an inner conviction that if we make mistakes, we will run the risk of being ostracized. It is getting used to the spoken language that allows one to break the barrier of fear and use the acquired knowledge in real, everyday life.<\/p>\n\n\n\n![\"\"](\"https:\/\/holistic.news\/en\/wp-content\/uploads\/2024\/04\/pexels-rdne-stock-project-6936074-1024x682.jpg\")
Program, Program, Program!<\/h2>\n\n\n\n
Exams, Exams, Exams!<\/h2>\n\n\n\n