Pwede baja? A system will malfunction if one of its parts
do something NOT aligned to the different processes which are geared towards
specific outputs. What will happen to the teaching-learning processes when the educators
lose their integrity? When the new performance-based evaluation was set by both
the department and the Civil Service Commission, there were some raters and ratees who “calibrated” the results for their benefits.
There were even times
when some educators instructed teachers and other personnel to alter the result
of the National Achievement Test (NAT) so that their credibility will be “saved”.
Their integrity was smeared to conceal a mistake; to hide a flaw; to fill-in a
gap.
Integrity is a
personality trait and comprises the personal inner sense of
"wholeness" deriving from honesty and consistent uprightness of
character. The etymology of the word relates it to the Latin adjective integer
(whole, complete).
Seth Meyers (2015)
says that the root of integrity is about doing the right thing even when it’s
not acknowledged by others, or convenient for you. An individual with integrity
is the antidote to self-interest.
But in the
international scale, there are those teachers and school heads who manipulate the
assessment results of their students. Some do this so that no further workload
in remediation will be given to them. Others put up a face of being effective
so they resort to manipulate the results of the learning outcome.
Education Week reports on various studies showing teachers
who have cheated on standardized testing have a long-term negative effect on
students, and new research from Stanford University economists looks at what
happens to students whose scores were fabricated. One consequence is that some
students were subsequently unable to take remediation classes or partake in
other kinds of intervention that may have otherwise helped their academic
performance. In the long run, they will not master the needed competencies.
But what is the
deeper meaning why educators cheat?
Cheating on academic
work involves a diverse array of psychological phenomena, including learning,
development, and motivation. These phenomena form the core of the field of
educational psychology. From the perspective of learning, cheating is a
strategy that serves as a cognitive shortcut. Whereas effective learning often
involves the use of complex self-regulatory and cognitive strategies, cheating
precludes the need to use such strategies (Anderman, Murdock, 2007).
So, we can infer that
since they want to have cognitive shortcuts, they need to have lesser “work” in
the cognitive side. Does it mean they can be stressed thinking or their
absorptive capacity of cognitive learning is less? Or, this could be a
by-product of being NOT motivated to let the learners learn in the correct flow
of the different processes. Is this the reason why there are supervisors and
school principals who tag a teacher as LAZY?
One recent study,
published by the National Bureau of Economic Research (NBER), looks at New
York’s Regents Exams, the high-school tests in a handful of subjects that
students are required to pass to graduate. Until 2010, teachers were
responsible for grading their own students’ exams; they were also required to
rescore any tests that fell just a few points below the proficiency threshold.
These scoring policies, the economists found, enabled widespread manipulation:
40 percent of the scores near the cutoffs—or 6 percent of all the exams in core
subjects—were inflated.
Alia Wong (2016)
mentions that there’s good evidence that score manipulation does harm kids,
particularly when teachers are falsifying their responses outright for the sake
of avoiding sanctions.
So, another reason is
self-preservation? An educator cheats so that s/he will not be reprimanded for
the lack of efforts to perform the job assigned to him/her. But then, isn’t
this the thing that workers do? A cook will make actions to better the taste of
the food by adding salt or water before it will be served. The teacher could
accept the result of the teaching process and consider remediation!
A cheating educator
discounts the value not only his or her good name, character, and
trustworthiness, but also the key element of education — learning. The teacher
who cheats abandons faith in his or her ability to learn. Exam manipulation is
a symptom of profound self-despair and loss of confidence.
So what must be done?
There is a need to overhaul the system and revisit the value of INTEGRITY.
Extrinsic and intrinsic motivation must also be reflected deeper by the
individuals so that the person inside could do GOOD to her ecology.
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