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The need to produce high scores in the high-stakes testing mandated by the NCEE results in both teachers and students feeling a lot of pressure to perform or risk reproach from the school administration and government appointed institutions charged with the responsibility of monitoring the performance of schools (Moon et al, 2007).
The period immediately preceding the test date features a consistent or steady increase in test preparation activities whereby, students end up cramming for tests and forget learnt material immediately after the tests (Moon et al, 2007).
The drill and practice curriculum resulting from the high-stakes testing sets the curricular ceiling too low undermining the academic potential of intellectually gifted students; moreover, these students report resentment and frustration at the slow paced, repetitive course learning follows (Moon et al, 2007).
Homework is an essential tool used by teachers to gauge their students’ mastery of content; therefore, it is essential for teachers of different grade levels to assign homework to all their students. However, teachers should consider certain factors before assigning homework to children. Firstly, teachers should ensure that the assigned homework assesses already taught material and not feature new concepts. Homework gives students an opportunity to practice previously learnt concepts independently. The ability to complete assigned homework under no supervision from teachers functions to empower students. Secondly, a teacher should approximate the intended time students should take to complete an assignment. This helps to ensure that homework time does not interfere with sleeping time. Long, complex homework contributes to poor sleeping patterns in many children resulting in poor performance in schools. Lastly, teachers should ensure that the homework assigned to students is compatible to their grade level. Students in lower grades require
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