Name Date Course Section/# Title: Ethical Violation and Solutions Perhaps the main cornerstone of the code of ethics for any educator can be defined as the following: “a primary professional concern for the student and for development of the student’s potential”…
This level of ethical expectation extends to a great litany of different areas and portends a high level of expectation for the individual educator. As such, the article that will be analyzed “teaching to the test” reveals the way in which rigid state and federal standards have encouraged many struggling school districts, and individual teachers, to attempt the unethical approach of teaching to the test as a means of passing whatever requirement might exist at the given time. Naturally, this practice in and of itself is troublesome; however, when one considers it from both the standpoint of the utility that the student gains and the ethical ramifications for how the educational process takes shape, a nuanced understanding of the impact of such an approach is able to be understood. The core ethical issue that must be understood is the fact that the educators themselves are encouraging a level of unethical behavior that is both unfair to the educational process as well as unfair to the end student. In order to understand this unethical behavior, it is necessary to delve in to the motivating factors that encourage it take place initially. Ultimately, the educational system, as it exists today, as both state and federal standards that must be met at multiple times throughout any given school year. As such, teachers are not only required to transmit the information that they are responsible for providing to the students, they must also take a sizable chunk of their time to instruct and prepare the students for taking standardized tests that will not only rank the student as compared to the rest of the students within the state, school system, or nation, they also have a profound impact upon the overall level of school ranking and funding levels that are received in subsequent periods. As such, the overall importance of these standardized tests cannot be understated. Unfortunately, even thus far in my own professional and student development, I have seen this take place. The first time that it was evidenced to me was with regards to taking the PSATs in high school. Rather than using this opportunity to fill in the gaps of any education that the students might have missed out on, the teacher merely hurried to provide a way of what can only be described as “educated guessing”. The second time this practice was noted it was in an 8th grade classroom that I was observing. The teacher, although highly qualified spent the bulk of her time going through a standardized test and pointing out how to delineate the correct answer; rather than teaching the material and explaining what the rationale behind it was. The third time that this took place was in my final year of high school as state standards of educational attainment from K-12 were being measured. Although the senior year of high school is normally at a slower pace than the other years, the educators cut short much of the information that would otherwise have been presented as a means of focusing on the standardized test that was of more importance to the local district and the funding levels that the educators would have to divvy up than it was to the individual students. Accordingly, as the article notes, a highly unethical practice has emerged within many of the more troubled school districts throughout the nation. In addition to not spending enough time on the subject at hand, educators throughout the system have been teaching to the test instead of ...
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(“Ethics Essay Example | Topics and Well Written Essays - 1000 words - 8”, n.d.)
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(Ethics Essay Example | Topics and Well Written Essays - 1000 Words - 8)
“Ethics Essay Example | Topics and Well Written Essays - 1000 Words - 8”, n.d. https://studentshare.net/education/105796-ethics.
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