The inclusion of work related domains also gives students a hand on experience in their future professional fields. The diversity of the content in CCSS provides different parameters to gauge ability making learners and their tutors avoid education bias. The rigorous nature yet clear and consistent curriculum gives students a concise direction on their best suitable academic area. Teachers also have to keep up with their learner’s expectations and work diligently to effectively cover the work plan. The consistency in curricula through CCSS promotes efficacy in learning, as more materials are accessible by the students anywhere. This ensures that students and teachers, moving from state to state, do not have to worry about syllabus difference. Question #2 The CCSS is charged solely with the duty of promoting learning activities. The academic standards of the Tennessee state face some minimal faults that can be aptly uplifted. The CCSS standard provides more clarity about and in what is expected of students’ learning, in schools. The urge to meet national regulations in academics drives institutions to go to higher heights in improving the performance. The uniformity brought by the CCSS increases competition and promotes sharing of learning ideas. The availability of more academic materials and students exposure to facilities will rejuvenate education in the state of Tennessee. Teachers in this state will as well benefit by getting a clear benchmark in what to prepare their students for (Cullingford
33). CCSS will help teachers formulate and implement ground breaking strategies by providing a yardstick for skills and knowledge to be taught in a particular year. Tennessee State is bound by the CCSS and will face no interference from the federal government, but only support. Question #3 The CCSS embraces a diverse approach in assessment. Assessment is CCSS includes the formative and the summative assessments. Assessments increase academic proficiency through monitoring of learners progress or the teachers influence in a particular school. The idea of being assessed increases thoroughness of both teachers and learners to appear at the top. Dismal performance, which may consider a school or a state in general as substandard, acts as a motivation to hard work. The downside of the assessment is that it might push institutions to the limit. This kind of pressure might result to unscrupulous means to excel. Students and teachers might collude in cheating and rote-learning which provides a delusive picture of the assessed students or teachers. Some students may also suffer bouts of depression during assessment and perform poorly in comparison to their abilities. Assessment criterion can also be subject to bias as some aspects of learning and testing depends on attitude of each party involved in the process. Works cited Cullingford, Cedric. Mentoring in Education: An International Perspective.Aldershot [u.a.: Ashgate, 2006.