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Cause and effect of academic cheating
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Conventional wisdom is defined as “the generally accepted belief, opinion, judgment, or prediction about a particular matter” by the Merriam Webster dictionary. “Conventional wisdom” is usually spread through beliefs, whether true or not, that are spread throughout all of society, especially by modern media outlets. Levitt and Dubner make their argument by expressing how the term conventional wisdom was first used by economist John Kenneth Galbraith, who stated that “[conventional wisdom] must be simple, convenient, comfortable, and comforting - though not necessarily true."
Levitt and Dubner claim that most experts will make up statistics in order to benefit their personal agenda, proven throughout decades, like when homeless advocate
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In chapter one, Dubner and Levitt introduce the topic of incentives which “is a bullet, a lever, a key: an often tiny object with astonishing power to change a situation.” The question asked in the novel is, “Who cheats?” Relating back to the topic of incentives, the book discusses how with proper motivations, all can be moved to cheat. This begins with the argument that “with high-stakes testing so radically changed the incentives for teachers that they too now have added reason to cheat.” Teachers are offered promotions or raises if their students test high. The teachers of students who do not test well will cheat in order for their students to do miraculously well on exams. For example, the novel discusses a story told by a fifth grade student in Oakland who recently went home and told her mother that her “super-nice teacher” had the answers for the state exam written on the chalkboard. The conversation of cheating continues as the authors say, “If it strikes you as disgraceful that Chicago schoolteachers… will cheat- a teacher, ater all, is meant to instill values along with the facts- then the thought of cheating among sumo wrestlers may also be deeply disturbing.” A sumo wrestler maintains a ranking that affects the amount of income they receive, and how large an entourage they carry. Sumo wrestlers who have a higher ranking and who will still keep their ranking if they let their opponents win, will cheat to let them
In the article, “A Better Way to Prevent Cheating: Appeal to Fairness,” author David Callahan compared the idea of professors who grade mid-term exams to the role of them playing cops or detectives. The article was about the struggle that a lot of universities are facing with the epidemic of cheating amongst its students. A lot of these colleges and universities have put in play honor codes but they are not being enforced effectively. It talked about how that the students feel that it’s the only way for some of them to succeed, get into the college of their choice or even get the job that they want. One student even argued that everyone cut corners to get ahead in life it’s the norm in all industries. Even when trying to appeal to the student’s
Joel Best’s Damned Lies and Statistics is a book all about recognizing statistics that are legitimate and others that are really quite horrible. The goal of this book is not that the average every day person be able to read a statistical table from a scholarly journal, but rather that anyone could personally value a statistic he or she may come across in a newspaper article or on a news program. Best was essentially effective in achieving his goal; however, he was effective to the point of overdoing his job of showing that there are bad statistics which give readers cause to evaluate them outside of hearing them on the news.
Galbraith states that the problem with conventional wisdom is that it does not adjust well with change. “Conventional wisdom accommodates itself not to the world that it is meant to interpret, but to the audience’s view of the world. Since the latter remains with the comfortable and the familiar, while the world moves on, the conventional wisdom is always in danger of obsolescence. ”(Galbraith 11). Galbraith used many examples to prove how the conventional wisdom failed.
But aside from these scenes, Edward Bloor’s vision of a novel, that will put the spotlight on the standardized testing in schools, went downhill – from a satirical novel to a supernatural
The tone right away reduces the Japanese student to a coconut-headed Jap, sly and cunning, and must have cheated his way through life, although the boy is obviously intelligent, being head of the class. Stratton-Porter bars no discriminatory remarks by portraying the American girl, "Sweet Linda" spouting against the Japanese boy who heads the class: "Before I would let a Jap, either a boy or girl, lead in my class, I would give up going to school and go out and see if I could beat him growing lettuce and spinach." (Doc 6) It goes on to protest the foreigners' success, fearing that it would bring in "greater numbers, better equipped for battle of life than we are." (Doc 6) Another public source that also feared a sort of a revolution was the anonymous "Because You're a Jew," generalizing the Jew as a cheat and a swindler, always winning contests, sly speaking and greedy. "The Jew is winning everywhere. By fair means or by foul means he wins.
I would propose that the more wins a sumo wrestler obtains, the more money he wins and the higher he is ranked. This way, the more matches sumo wrestlers win, the more they are rewarded. Providing this positive incentive of being rewarded more money and a higher ranking for making every match count; no sumo wrestlers will want to simply hand away matches to their competition because it now has a negative outcome on them. Levitt uses crime as another example in Chapter 4 to examine incentive schemes and why more people don’t commit crimes. This is because of the risks or economic, social, and moral punishments associated with the act of committing a crime. So, by implementing rewards and making the punishments more severe for suspicions of cheating, sumo wrestlers will be less likely to cheat. It should be known that if a competitor is discovered to be cheating, their reputation as a wrestler will be ruined, they will no longer be able to compete, and they will be charged a large fine. By employing all parts of the spectrum, economic, social, and moral punishments, sumo wrestlers will find it much more difficult to defy the
Cheating can be a common routine in a classroom—from copying work on homework to copying answers on a test. “Cheating by teachers and administrators on standardized tests is rare, and not a reason to stop testing America's children” (Standardized Tests). This statement is proved false by the fact that thirty-seven states have been caught cheating by “encouraging teachers to view upcoming test forms before they are administered” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). If teachers can view a test before it is administered, they can teach to the test so that their students’ scores are higher. Teachers who have viewed the test can then “drill students on actual upcoming test items” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). This is morally wrong since teachers who do not have the access to an actual test or those who refuse to view it do not know what would be on the test and cover a broad domain of material, not just specifics.
This chapter's main idea is that the study of economics is the study of incentives. We find a differentiation between economic incentives, social incentives and moral incentives. Incentives are described in a funny way as "means of urging people to do more of a good thing or less of a bad thing", and in this chapter we find some examples public school teachers in Chicago, sumo wrestling in Japan, take care center in Israel and Paul Feldman's bagel business of how incentives drive people and most of the time the conventional wisdom turns to be "wrong" when incentives are in place.
In “Standardized testing undermines teaching,” the author, Diane Ravitch, reviewed a book she authored, The death and life of the great American school system: how testing and choice are undermining education. This review highlights various cons of Standardized testing on the students and educators. She states that standardized testing and the use of incentives to motivate students and educators have failed to meet the set goals. Although the author was at the forefront of advocating for this system, she is now opposed to it and sceptical of the use of incentives to motivate teachers. She also reviews the role of charter schools in perpetuating classism. She states that standard tests and the use of...
They argue that the nature of sociological research is no different to that of any of the physical sciences, they are studying and measuring a set of totally independent phenomena and constructing and testing hypothesis as to the cause of this phenomenon. Positivists also refer to social facts. These are the statistics obtained from surveys and official publications. According to O’Connell Davidson and Layder the personal views of the researcher are never relevant in sociological research, and they point to the accuracy of opinion polls on a range of subjects to display the accuracy of their surveys. A second group of sociologists believe that weather objectivity is desirable or not, it can never be achieved within sociology.
Alfie Kohn, author of The Case against Standardized Testing, recalls a specific incident of how children are being cheated out of valuable class time. He states that a school in Massachusetts used a remarkable unit, for a middle-school class, where students chose an activity and extensively researched it, and reported or taught, it to the class. This program has had to be removed from the course curriculum in order to devote enough time to teaching prescribed material for their standardized tests.
Medicine, public health, social issues, finance and all areas of our lives can be falsely influenced by false statistics. Statistics are in the eye
However, it is deniable that incentives deliver the expected results all the time. Incentives do not always achieve its’ goals. This essay argues about the flaws in incentives due to the nature of incentives itself, discusses the effect of incentives that encourage cheating and the result of an ineffective incentive given the circumstances. Before scrutinizing the effectiveness of an incentive, it is fundamental to understand the nature of the incentive itself. According to the Freakonomics, incentives are essentially divided into three aspects: social, moral and economic.
Without studies and statistics the entire argument for Simmons would have no backbone. Simmons mentions over 30 studies throughout the entire book. While investigating to see