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Homeschooling is gaining momentum in Western countries due to various reasons. In the USA, for instance, approximately two million children are homeschooled (Neuman and Guterman 2). In general, homeschooling presupposes that learners do not attend schools primarily due to their parents’ beliefs and receive education in terms of their “curricular directives” and goals (Neuman and Guterman 1). The research concerning homeschooling is mainly related to the assessment of children’s knowledge based on the existing standardized tests, which poses certain limitations. This type of education has its benefits and is a better choice for many people. However, this program can be enhanced in many ways, which will help millions of Americans acquire the necessary knowledge and skills to become effective members of the community. One of the first steps to undertake is to develop a proper assessment framework in order to identify the strengths and weaknesses of current homeschooling methods.
It is noteworthy that homeschooling is largely an alternative to the standardized programs where children are taught at educational establishments. Parental religious and cultural beliefs are often central to choosing to homeschool, but the attitudes and mistrust towards schools and the quality of education is also an influential reason for this choice (Neuman and Guterman 2). It has been found that in the majority of cases, homeschooled children exceed their peers when it comes to academic achievement (Neuman and Guterman 2). Nevertheless, it is also clear that assessment tools should be improved in order to provide a clear picture of the benefits and issues linked to homeschooling.
The ground for the current assessment tools is the comparison of knowledge of homeschooled children and those attending school based on the general educational curriculum and standardized tests. Neuman and Guterman note that the goals of education are mainly identified through the assessment systems developed to identify the achievement of students (3). Clearly, this method seems erroneous and rather unfair as homeschooled children tend to have different goals and curricula. Therefore, it becomes apparent that the existing evaluation instruments are inappropriate, which questions the findings of the research aimed at identifying the strengths, weaknesses, and major peculiarities of homeschooling.
In order to develop effective homeschooling methods, it is critical to create proper assessment strategies first. When evaluating the outcomes of homeschooling and utilized educational strategies, researchers should come up with operational assessment instruments. Importantly, these methods should be grounded on the goals established by the parents. These evaluation tools will be employed to identify the most successful educational paradigms that can be used in diverse settings and families. Neuman and Guterman claim that one of the first reasons for the modest achievement of homeschooled children is the choice of the educational paradigm (3). Some parents are not equipped with a sufficient amount of knowledge to develop an effective homeschooling curriculum for their children. The creation and promotion of efficient curricula and systems can be beneficial for millions of American children.
In conclusion, it is necessary to note that the development of appropriate assessment strategies is the initial stage of the establishment of effective homeschooling practices. Researchers should consider parental goals when assessing the utilized educational strategies and children’s academic achievements. This approach will be instrumental in identifying the most successful methods, which will lead to the creation of homeschooling programs. Homeschooling has proved to be an alternative to the existing educational system, but parents still need assistance in choosing the most efficient tools to prepare their children for living in and contributing to the community.
Work Cited
Neuman, Ari, and Oz Guterman. “Academic Achievements and Homeschooling – It All Depends on the Goals.” Studies in Educational Evaluation, vol. 51, 2016, pp. 1-6.
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