Educational Standards
There are a number of common criticisms of educational standards. The first is the concern that predetermined set standards for education creates a 'teach to the test' mentality vs. truly educating students to be creative problem solvers. Another concern is that of equity in education: namely students with different learning styles, learning challenges, or socio-economic obstacles are unfairly penalized by the format of standardized tests (What do critics of standards have to say, 2004, Educational Broadcasting Corporation).
But most educators would agree that there must be standards in some form -- in other words, that every unit taught must have an objective for student learning and that students must have goals throughout the educational process. The concern is having standards imposed upon a classroom in a manner that is not truly appropriate for the students' needs and is not conducive to process-based learning. Ultimately, learning is a process, not a destination. Feedback through the use of formative rather than summative assessments is essential so teachers can adapt to learners and this can be discouraged by an excessive focus on testing. Of course, ultimately professionals in the field must exhibit core competencies but the objective is professional excellence, not creating good test takers. Test taking is necessary for certain phases of introducing nurses to the profession such as to pass a licensing exam but every single component of the nursing educational module should not be constructed with an aim of passing such a test.
Reference
What do critics of standards have to say? (2004). Educational Broadcasting Corporation.
Retrieved from: http://www.thirteen.org/edonline/concept2class/standards/index_sub7.html
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