Accountability in the Classroom

Paper Summary:

This paper discusses the roles and responsibilities of teachers and students in a classroom setting. It also looks at how these roles change as a student progresses through the school system, up until university level. The paper specifically focuses on the necessity of holding both students and teachers accountable for fulfilling their educational responsibilities in the classroom.

From the Paper:

"The student's responsibilities within the classroom include paying attention to the course material, asking questions to clarify anything that is not fully understood, completing homework assignments and adequately studying for tests of achievement (Powell, Conway & Ross, 1990). While placing these kinds of responsibilities on a student may seem to be somewhat idealistic, studies have proven that students who consistently take responsibility for their own learning experiences reap the benefits and either maintain high levels of achievement or significantly increase their achievement levels (Powell, Conway, & Ross, 1990). One way to help students fulfill their responsibilities in the classroom learning environment is to hold students accountable for their responsibilities. Accountability can be achieved through a number of means. To ensure that students are listening in class and paying attention, they can be required to provide synopses of what has been taught in a particular lecture. This will have the added benefit of having the student paraphrase the information, which will help them to learn it even better, as well as identify any areas in which they may be struggling with their understanding of the material (Garcai, & Pintrich, 1996; Garger & Guild, 1984). In order to hold students accountable for completing their homework and adequately studying, frequent tests of achievement and learning can be given."

Sample of Sources Used:

• Boiling, N., & Robinson, D. (1999). Individual Study, Interactive Multimedia, or Cooperative Learning - Which Activity Best Supplements Lecture-Based Distance Learning? Journal of Educational Psychology, 91(1), 169-174.
• Diaz, D & Cartnal, Ryan. (1999). Students' Learning Styles in Two Classes. College Teaching, 47(4), 8756-7555.
• DiBartola, L.M., Miller, M.K., & Turley, C.L. (2001). Do learning style and learning environment affect learning outcomes? Journal of Allied Health, 30, 112-115.
• Garcia, T., & Pintrich, P.R. (1996). Assessing students' motivation and learning strategies in the classroom context: the motivated strategies for learning questionnaire. In M. Birenbaum, & F.J. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 319-339). Boston, M.A.: Kluwer Academic Publishers.
• Garger, S., & Guild, P. (1984). Learning styles: The crucial Differences. Curriculum Review, 23(1), 9-12.

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