dicates, students of higher education are significantly involved and particular when it comes to the tools of assessment being utilized to measure their academic endeavor.
While reading the journal, I could not help looking back on a personal experience as a student who equally desired understanding and meeting certain expectations according to my interpretation of the standards set by the school. I recall special moments when I had reached the extent of being definite about my career goals and naturally convicting myself that I wanted to be an educator. At this stage, I came to value the real essence of teaching and learning as well as how they work hand-in-hand to sustain each other within a system of free, assertive, and technical interactions. There had nevertheless been struggling times wherein passing or maintaining an impressive scholastic status due either to a course I could barely cope with or a competition seemed quite influential. Like some others who sneaked their way out of genuine efforts by gaming a hidden curriculum, I must admit the guilt of having strategized to obtain a favorable assessment even with poor quality of learning. Through this assigned reading activity, thus, I have realized the degree at which I had defeated the objective of education myself on becoming a cue-seeker drawn into the implausible action of trading noble pursuit of studies with the sole benefit of an acceptable or remarkable grade.
In this manner though, I manage to designate how the issue on one’s sense of fulfillment may be addressed properly. What strays one from the ideal purpose of learning turns out to be a misleading focus on assessment especially as students compromise with time and energy to persevere with not necessarily the path of academic development but the path that enables a learner to adapt to alternative means of yielding optimum yield at the end of the course. As long as they arrive at the desired grades, they hardly pay regard to whether or not ...Show more