Teachers' salaries should be based on their students' academic performance.
As it is the case in many states, teachers' salaries are based on student's academic performance. The string of logic behind this mechanism is that teachers will be more motivated to teach better in order to improve their students' grade. The causation relationship, however, is not a necessarily. I disagree with the statement that teachers' salaries should be based on their students' academic performance for two major reasons: grades are not the best measure of a student's performance and cannot serve as a good measure for a teacher's performance; over-emphasis on grades actually produce the counter effect of lowering education quality.
Our current education system has many flaws. Standardized tests are one of them. If you ask educators how well do these tests measure a student's true ability. Most of them, out of concern for their profession, will refuse to answer the question. Those daring enough would say tests are terrible measures. Standard tests are a compromise between measuring a student's full range of potentials and comparing them to other students. Anyone who has been through the system could attest to it. In fact, there are many who obtained enormous success in their field, having failed many standardized tests.
Thus it follows that if teachers' compensation (which is already low enough to dissuade talented young people to enter the profession) is dependent on academic performance of their student -- reads test scores in plain English -- this feedback mechanism fail to measure its intended targets. If anything, standardized tests measure how good a student can crank in a semester worth of material in one night and how good they can answer to questions of the similar pattern. And the consequences could be severe, especially so for the students who expect quality education from school and the teachers.
If such policy is adopted everywhere, we will surely see a unification of curricula across the country. Teachers will simply ask students to recite test materials and class content will consists of them doing again and again similar test questions. Such repetitive work, while beneficial for a student's performance in standardized tests, proves to be baleful to the developing young mind.
Along the same line, teachers who used to innovate in their teaching method will cease to do so in response to the policy. Innovative teaching is hard, likely is its effect on the students. When compensation is not directly linked to test performance, teachers will have the leisure and the courage to be creative in their teaching methods. And it is exactly such creativity on the side of teachers that proves to be most conducive to student's intellectual development. There are numerous educational psychology researches about unconventional teaching methods that serve to improve student's social and verbal abilities, which are prerequisites for competent individuals but not included in standardized testing materials. Once the policy is adopted, students will have to bid farewell to those interesting classes in school they actually liked and face instead the monotonous task of read, recite, and reproduce. The society will eventually get automatons who are no good for things other than recitation.
In conclusion, basing teacher's compensation on their students academic performance will prove to be a sub-optimal strategy. While it is likely purposed on the good intention to motivate teachers to do their jobs well, the current system of measuring academic performance is simply not perfect. If the suggestion is indeed adopted, we will likely witness a general decline in teaching quality as teachers forego any innovative attempt they had taken before and converge to tried-and-effective method of read, recite and reproduce. The result of it will be counter productive for both the students and the society as a whole.
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Grammar and spelling errors:
Line 1, column 464, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...s: grades are not the best measure of a students performance and cannot serve as a good ...
^^^^^^^^
Line 1, column 526, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...nd cannot serve as a good measure for a teachers performance; over-emphasis on grades ac...
^^^^^^^^
Line 5, column 82, Rule ID: SENTENCE_FRAGMENT[1]
Message: “If” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...ws. Standardized tests are one of them. If you ask educators how well do these tes...
^^
Line 5, column 135, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...ucators how well do these tests measure a students true ability. Most of them, out of conc...
^^^^^^^^^^
Line 5, column 356, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...ests are a compromise between measuring a students full range of potentials and comparing ...
^^^^^^^^^^
Line 7, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...aving failed many standardized tests. Thus it follows that if teachers compensatio...
^^^^
Line 11, column 187, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'consist'
Suggestion: consist
...e test materials and class content will consists of them doing again and again similar t...
^^^^^^^^
Line 11, column 295, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...repetitive work, while beneficial for a students performance in standardized tests, prov...
^^^^^^^^
Transition Words or Phrases used:
actually, but, however, if, so, thus, well, while, in conclusion, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 32.0 19.5258426966 164% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 3268.0 2235.4752809 146% => OK
No of words: 612.0 442.535393258 138% => Less content wanted.
Chars per words: 5.33986928105 5.05705443957 106% => OK
Fourth root words length: 4.97379470361 4.55969084622 109% => OK
Word Length SD: 2.93025122971 2.79657885939 105% => OK
Unique words: 296.0 215.323595506 137% => OK
Unique words percentage: 0.483660130719 0.4932671777 98% => OK
syllable_count: 1023.3 704.065955056 145% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 71.9770408631 60.3974514979 119% => OK
Chars per sentence: 112.689655172 118.986275619 95% => OK
Words per sentence: 21.1034482759 23.4991977007 90% => OK
Discourse Markers: 2.51724137931 5.21951772744 48% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.277478722252 0.243740707755 114% => OK
Sentence topic coherence: 0.0798741633117 0.0831039109588 96% => OK
Sentence topic coherence SD: 0.0966798188105 0.0758088955206 128% => OK
Paragraph topic coherence: 0.166284090122 0.150359130593 111% => OK
Paragraph topic coherence SD: 0.111098317544 0.0667264976115 166% => OK
Essay readability:
automated_readability_index: 14.3 14.1392134831 101% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.69 12.1639044944 113% => OK
dale_chall_readability_score: 8.68 8.38706741573 103% => OK
difficult_words: 155.0 100.480337079 154% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.