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Teachers have long feared individual assessment due to the structure of our
government, but while freedom of speech, justice in criminal cases, and other such laws
are indeed universal and undeniable, other criteria such as illnesses and extracurricular
activities, to name a few, are entirely subjective and cannot be standardized.
Global standard-based assessments such as ones required to succeed later in life
are designed the same for everyone in the nation and do not account for ones ability
and speed of processing information, academic strength in various areas of study,
anxiety, and other such factors. For example, if a student has anxiety in the situations
required for the assessment engagement, have much better STEM skills and knowledge
than Language and History or vice versa, or if their greatest gift lies in processing
information slowly, but efficiently and to a greater extent, there is a high probability that
they be prohibited from participating in higher education activities, which will ban them
from taking on potentially lifesaving or life changing positions in our society. They will
Maxim Vitkovsky
Gov & Econ
Period 1
9/18/16
be forced to live in misery and poverty for the rest of their miserable and depressing
lives.
While certain students are naturally in-sync with these standards and can achieve
such goals without any additional effort, others who happen to greatly excel in areas that
are not required for success and are therefore less inclined to meet standards in other
subjects are forced to sacrifice sleep and other equally as important goals for success for
the sole purpose of not falling into the bottomless whole called poverty. For example, if a
certain student happens to be an incredible artist capable of drawing on par with the
worlds best artists and yet struggle in the subjects deemed arbitrarily standard by an
arbitrary regulation, they will be classified as unfit to partake in higher education. This
might hinder their ultimate success as an artist. These standards could have prohibited
the next Leonardo da Vinci form succeeding or changing the world.
As these oppressions occurred from the government and not from local
institutions, students input and influence on these matters was damagingly limited, if
not none. We have, nonetheless, on many occasions protested such radical
standardization, however each time we were rejected under the excuse that we are
immature children destined to think all the wrong things. A common example is that
most adults past the stage of life called education do not complain about their
experiences in that stage, and therefore those thoughts must be sourcing from the
immaturity of our young neuron box. But the real reason is that those select few who
managed their way through have long forgotten that stage as they face new challenges in
life and those who were consumed by this injustice are too preoccupied with survival
and other basic human needs to have any time to think about the past. For example, if
you are constantly thinking about where to acquire food and shelter for the night and
how to keep your family safe, it leaves no time to think about the past.
We, therefore, the Representatives of the Universal Students against
StandaRdization (USSR) Committee, in General APS Conference, assembled, appealing
to the supreme judge of education and equality, solemnly publish and declare, that all
global students are, and of right ought to be free and unique; that they are absolved from
all standardization of assessments, and that all current assessments designed to
measure students against a standard in no longer necessary for higher educational
opportunities and ultimate success of every individual student. And for the support of
this Declaration, with a firm reliance on the protection of divine Knowledge, we
mutually pledge to each other our Education, our Creativity, and our sacred Justice.