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Essay / Research Paper Abstract
A 4 pages essay that comments on arguments presented by Alfie Kohn in 2 articles. This paper also includes an outline that is 130 words in length. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: KL9_khkohn2.rtf
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Unformatted sample text from the term paper:
writer/tutor agrees with Kohns observations, as the position that he outlines in both of these articles coincides with the writer/tutors personal experience. Kohn begins his article on grade inflation
by pointing out the same concerns were voiced in a Harvard University committee report dated 1894, which conclusively shows the longevity of this issue. He points out the discrepancies and
inconsistencies in the arguments that low standards account for higher grades, not achievement. Kohn appears ready to admit that grade inflation might exist if he had conclusive empirical evidence on
which to base this conclusion, but he asserts that this data does not exist (Kohn, 2002). Within the course of this discussion, he touches on many of the same
issues that are addressed in other article, as both essays encompass what it means to be educated and how learning should be measured and evaluated. In both essays, he disputes
the idea that tests, such as the SAT, are accurate indications of student learning, as he observes that multiple-choice exams have never been shown "to improve understanding or promote interesting
in learning" (Kohn, 2002). In his 2003 article, Kohn takes this line of thinking a step further and directly addresses the intriguing question of what constitutes being "well-educated." In
this essay, he differentiates between knowing multiple facts and being able to regurgitate them on demand in order to score highly on the typical multiple-choice exam and being able to
apply this knowledge in a constructive manner. In other words, he conclusively differentiates between being memorization and actual learning; and, in so doing, offers the basis for numerous conclusions as
to what should be the major focus of education in the current age. In the nineteenth century, a person was not considered to be well educated, if they did
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