英语课看电影的坏处处英语作文
发布网友
发布时间：2022-04-29 22:01
共2个回答
热心网友
时间：2022-06-23 23:12
作文如下：
TV is very important in our life. We can get to know all kinds of events around the world. We can know the weather,information, laws, knowledge and so on. After busy work, we can watch some funny programs to relax
电视在我们的生活中很重要。我们可以了解世界各地的各种事件。我们可以知道天气、信息、法律、知识等等。忙碌的工作之后，我们可以看一些有趣的节目来放松
TV benifits us, but sometimes it has bad influence. Some students watch TV day and night. It influences their lessons.Some programs are not good for children.
电视对我们有益，但有时也有不良影响。有些学生日夜看电视。这影响了他们的功课。有些节目对孩子们不好。
So we should choose proper programs at proper time for people in different ages.
因此，我们应该在适当的时间为不同年龄的人选择适当的节目。
热心网友
时间：2022-06-23 23:12
If the U.S. Department of Ecation is serious about its commitment to assessment integrity, it must act to rece test cheating by stopping promotion of test score misuse.
Despite their high-sounding statements about assessment reform, President Obama and Secretary Duncan are adding incentives for cheating by ratcheting up the emphasis on standardized exams scores through initiatives such as “Race to the Top” and their criteria for states to receive waivers from “No Child Left Behind.” The continued emphasis on annual high-stakes annual testing in these programs and, especially, new requirements to assess teachers based on their students’ scores virtually guarantees even more cheating will take place.
The administration’s favored policies also contradict the findings and recommendations of “Incentives and Test-Based Accountability in Ecation,” the important report released last year by the National Research Council of the National Academies of Science. That study’s distinguished panel of experts concluded that high-stakes testing has not improved ecational quality.
Widespread cheating is an inevitable consequence of overuses of high-stakes testing, as predicted by renowned social scientist Donald Campbell. In 1976 he wrote in what is now called Campbell’s Law, “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor. . . when test scores become the goal of the teaching process, they both lose their value as indicators of ecational status and distort the ecational process in undesirable ways.”
Recent examinations of major outbreaks of cheating confirm the accuracy of Campbell’s prediction. In Atlanta, Georgia, for example, the Governor’s Bureau of Investigation found that test score misuse was amajor reason for why cheating occurred. They wrote, “The targets . . . were often unreasonable, especially given their cumulative effect over the years. Additionally, the administration put unreasonable pressure on teachers and principals to achieve targets. . . ultimately, the data and meeting ‘targets’ by whatever means necessary, became more important than true academic progress.”
In their report on the Dougherty County System, the Georgia Special Investigators identified similar causes. In the section titled “Why Cheating Occurred,” the investigators cite No Child Left Behind’s “pressure to meet AYP targets” as “a significant motivation for cheating” finding, “This pressure drives some indivials to cross ethical lines.” They concluded, “Since the enactment of NCLB, standardized testing has become more about measuring the teachers, principals and schools than accurately assessing the children’s academic progress.”
In terms of “best practices” for detecting and responding to testing irregularities, there is no need for a massive federal study. The reports by the Georgia Office of Special Investigators examining cheating in Atlanta area schools are a model for policy-maker response. A comprehensive review by independent law enforcement professionals — not politicians or bureaucrats who may have vested interests in protecting current policies and personnel — is necessary. Combined with the use of the full range of forensic detection tools — including analyses for high numbers of erasures, unusual score gains, and patterns of similar responses — this approach has proven most likely to root out the full truth.
More policing and better after-the-fact investigations will not, however, solve the many problems caused by the politically motivated misuses of standardized exam scores. Instead, high-stakes testing requirements must end because they cheat students out of a high-quality ecation and cheat the public out of accurate information about school quality
