Exams versus Another Form of Assessment - Case Study Example

Should exams be outlawed in favor of another form of assessment? Exams often do little more than measure a person’s ability to take exams. Should exams be outlawed in favor of another form of assessment? Outline One of the things that students cannot afford to avoid is taking exams. Before successfully completing a certain level of education, a student should face the exam. This has been a routine and everyone understands that there is no learning without exams. Furthermore, this is the period that students usually regard as the hardest part of their study life. Whichever the views students have concerning exams, the secret behind why students take exams should be noted. Up to today, almost all students usually think that taking of exams will rank them according to what they can do or achieve. This paper despises the fact that examinations are not proportional to what a student can do. Therefore, it seconds that fact that exams should be outlawed in favor of another assessment. According to Albert Einstein (2008), he said that everyone is a genius. However, the genius levels usually vary and that exam cannot equate someone’s potential to how he or she performs after a given exam seating. Children are different from each other, and this will make them have different abilities. Therefore, there is no any single day that a teacher can judge student’s learning ability through the same means for all the children. Since each child is a different being, they then portray very different learning styles. However, it is disheartening to affirm that when assessing the children who have different learning styles, that most teachers usually do not appreciate these differences. It is worth noting that, this evaluation style usually gives out a very wrong perception on the students. In other words, this gives a very inaccurate reflection of the progress plus learning abilities of the student. What teachers should understand is that, if they know that students are usually learning differently, why are they using the same criterion of evaluation to them all? Sadly, from the time immemorial, if a certain number of students fail exams, it is noted that the whole concept will never be repeated. Teachers usually claim that they are rushing to finish the syllabus or if they repeat the same concept then his or her subject will lack behind in terms of syllabus finishing (Beatley, 2010.p. 102). It is good for finishing syllabus, however, how will that benefit students who did not understand a certain concept and they failed it in exams? Students are frequently ushered into another topic, without them understanding the previous concept. This is a clear evident that there is no way, a student’s ability of potential can be measured by the use of exams. Many are times when people think exams to be a bridge for them to get into the universities. Yes, this is true, however, using exams to gauge someone’s potential should not be advisable at all cost. A different way that should cater for every student’s ability should be formulated so that even if it is going to the university, students should go after being rated by what they can offer, or what their ability is. In doing this, all students will have been given equal opportunity to shine in their own way (Lauwerys, & Scanlon, 2008). One of the suggested criteria that can be used instead of exams is that, students should be tested on their positive attitude to the class work. For instance, a student can go through normal class work, which entails diagnostic tests, homework and a total class work completion. Then there should be no need for taking examinations, since this in itself reflects how that student has the potential. In other words, this will visualize what students were capable of, and whether they have heeded the concept that the teacher has taught them, resulting in passing the units. Logical, exams are regarded as stress giver. They give stress to students, since students will run up and down to ensure they are passing exams, and yet they fail to be prepared adequately for the real world scenarios. Practically, this reveals why there are some people, despite failing terribly in their schoolwork, they have emerged success in real world scenarios, while, some of those who passed very well in school work, are still failures in life. Unfortunately, students who are expected to sit for a test; they are duped into understanding that their potential and innate abilities are being tested whilst they are greatly being tested on their ability of taking tests. The test taking system usually encourages students to practice past papers all in the hope that they are mastering the subject. However, the truth is that they are made to concentrate on past papers just in mastering test and not the subject as expected. Therefore, exam taking is not a good measure for a student’s potential (Meyers, 2012). Lastly, it has been discovered that the students themselves or teachers or those examiners alter marks on tests frequently prior to their admittance of the human error. In addition, there are other students that are called the ‘pushers’ or convincers. These students have the power to convince the examiner to raise their marks, and they are known to exercise this talent frequently. In this situation, it shows that there are many students in the world, who usually get what they have not worked . Therefore, those who consider examination a reflector to what a student can do get misled at times. It can be noted also that, in most cases, test requires students to cram some things when studying, and immediate the test have been taken, the crammed information disappears. Here, is where most of the students usually lie (Wigley, 2004). Their studying technical is cramming and that is how they end up passing exams. The only best way to counter this is to eliminate the traditional way of examining someone’s potential, and replace it with a more practical way that can help students show out what they can perfectly do. Tables and figures Survey (Somervill, 2008) Passed Those who do what they like professionally Those who do not like what they do Failed Those who likes their career Those who do not like their work Gender 60 20 40 40 27 13 Male 48 16 32 52 40 12 Female Total 36 72 92 67 26 The table above shows a survey of students who finished exams and are employed somewhere. The records show both genders, that is the male and female. The table indicates that there are those who passed exams, and are working and those who failed; however, they are working also. The total number of the study group was two hundred. The groups were separated into two, those who passed and those who did not pass. (Both the genders were represented equally). On a private criterion, everyone was told to give out his or her account on whether he likes what he is doing currently or not. This was taken in the form of questionnaires. Therefore, there was no room for consultations and the results tabulated as above. (The entire activity was carried at one working place and at the same time). Results The table above demonstrates that out of a hundred male, sixty of them passed and forty were regarded as failures in an exam since they got a below average mark. Considering those who passed, forty of them claim that there is no appreciation for what they are employed for the right now. Most of them got into the professional wing that they were not happy in it. They are, therefore, not serving because they like it built because that is the only way they can meet their expenses. They also admitted that they find work to be a challenge. Of course, if someone does a job that he or she does not like, then facing its challenges is a big problem (Somervill, 2008). Among the forty who failed, twenty-seven of them like what they are doing, and thirteen do not. Here, again it can be noted that those who fail exam will always use their potential to get to the heights they want. After failing, they get a very good time to pursue what their hearts ask them to do. Therefore, they end up falling in a very good career. To men, this is a clear indication that the examination does not determine someone’s potential. For women, the same thing happens. Among the hundred ladies, forty-eight of them recorded a pass in their exams, and fifty-two failed. However, sixteen on those who passed likes what they are doing and thirty-two do not like what they are doing. The reason is still the same. After passing, they find themselves working in an environment they do not like. Therefore, they are taken as unfit to work there. With that, they face a very rough time, in tackling the challenges ahead of them. In the same manner, among the fifty-two who failed, forty of them as what they are doing as a career, and twelve do not like it. When asked, still; the reasoning is the same, that after considering themselves failures, they decided to pursue what they have been longing for. That is why; they did end up falling in a good career of their choice. Conclusion There are other ways to success apart from examinations, and at the same time, exams do not measure, how a certain person can perform in the real world. Then it is recommendable that if there is any different technique that can be used to assess the potential of students, instead of examination, it is better for it to be implemented. Therefore, exams should be outlawed in favor of a different form of assessment. It is true to acknowledge that exams will always test the memories of students, however, it is unfortunate to understand that the knowledge required to pass the examination is theoretical. This theoretical knowledge is sometimes useless since the teachers, at most usually teach and make students think in a wrong manner because individuals have been surrounded with open-ended problems. Article Critique Nietz, J. A. (2009). New Type Examinations in the High School: Values of New Type Examinations in the High School with Special Reference to History Sterling G. Brinkley. The School Review, 33(5), 390. This article gives concrete of where the word examination came from. It further illustrates that examination can be considered as a very wide word, and since it is a wide word, it is used in all spheres of life. The article further indicates almost all examiners do not want to listen to any form of discussion entailing examinations. If this is so, how those students who are in need will be assisted when it comes to the stress that are brought forth by exams. The examiners here should understand that there is no single day a bother can be eliminated without it being discussed. Perhaps to them they do not want the issue of examination to be done away with, due to their personal reasons. However, at this time, education is a priority to many and that it should be noted that students right now are still going through academics. With that in mind, a way should be considered, so that the pain and torture that the students are going through can be minimized to some degree or completely. The article shows that the current system of examinations has been noted to promote issues like corruption and copying. Well, this is a good observation; however, the same article does not give a clear solution to this. The author is contented with the fact that examination should still be in existence and that what the examiners should consider is to control the bad side for instance copying and corruption. However, the question here is how? It should be noted that copying and corruption in exams have been in existence for very many years. Maybe, even the same examiners also witnessed it or did it. The best thing to pass across here could be the manner to which the examination should be made better, for the benefit of the student, and not for the benefit of the examiners. Taking advantage in such a matter for a certain parties’ benefit is not advisable here. Therefore, exams should be made better based on what students are passing through; the author of the above article should note that. He says that the examination is evil and contradicts his statement by saying that it should not be abolished. How can an evil thing be preserved? Annotated bibliography Taylor, S. A. (1954). The Value of Examinations and Tests for Grading Students in Agronomy. Agronomy Journal, 46(9), 422. In the above article, the main point here is that the examination is a phobia platform for everyone. The article goes ahead to quotes a biblical saying, where Jesus Christ said “may God not put anyone to test." Examiners, students, and teachers all are of the opinion that exams are a curse, a terror and a horror. This is because; most of the students have been affected with this exams issue, to the extent that others have faced mental diseases. Wigley, S. C. (2004). Assessment of Morale in Further Education Students Studying for A‐level Examinations. Journal of Further and Higher Education, 28(4), 423-434 According to this article, the author alludes that the current examination system should not be abolished, instead it should be modified to suit the level of the takers. Therefore, instate of gauging every student on the same level, it is better to change it to suit a student individually. This makes sense, and it can be the beginning of the wisdom to many. Hordzi, W. K. (2007). Analysis of the behaviour of distance education students during examinations. Ife Psychologia, 15(1), 1-12. Considering this article, it can be noted that, there are times when violence usually erupts in the examination room. According to research on what usually causes violence, it was noted that it is the stress and harassment of the paper that the student usually gets in an exam room. Therefore, the article also acknowledges that examination should be changed to fit the students and not to harass them. It is in the records as per the article that a student in Delhi gave a thorough beating to an invigilator who prevented a student from copying. It’s amusing though, a reality, at most students usually face a rough time when it comes to examinations. Lohr, J. (1975). Repeatable equivalent examinations for premedical students. American Journal of Physics, 43(8), 738. Concerning this article, the main message, is that today’s system has a lot of issues and so giving students tests is not a true exponential of what they can do. The article affirms that the current system is always open to the unfair means. According to the article, students usually pass examination says, however, at the end of everything they remain blank. Therefore, today’s system should be rectified to fit the students of today. Therefore, this article supports the opinion that the current examination system is not the best one when it comes to rating the students’ potential. Smith, S. (1965). " Objective " Examinations For Medical Students. The Lancet, 285(7395), 1114-1115. This article also seconds the fact that examination is not the solution when trying to understand the potential or capability of the student. The article reinforces this idea by illustrating that the common believe that examinations portray a true test of merit is vague. The article affirms that many people assume that only the deserving students will pass an exam, and the rest will fail. According to the article, this is not a true thinking. It counters the fact that examination is a true test to merit, simply because many students usually use unfair means to ensure they are passing their exams. However, there are some who pass genuinely, but the secret behind this is that all students are not the same. In addition, therefore, they portray their capability differently. There are those who portray their capabilities intellectually and there are those who portray their capability in another means. Therefore, examinations should be outlawed, in favor of another assessment. Finally, it is of no offense to conclude that so far, it can be noted that examination has no power as it used to be several years ago. People are born differently, and are made to grasp things different. It is better the current examination assessment be changed to a different assessment that could carter for all students. References Adeyemi, T. (2008). Predicting Students' Performance in the Senior Secondary Certificate Examinations from Performance in the Junior Secondary Certificate Examinations in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 4(1), 1-12. Beatley, B. (2010). The Relative Standing of Students in Secondary School, on Comprehensive Entrance Examinations, and in College. The School Review, 30(2), 141. Dabbah, M. (2007). Help your children succeed in school: a special guide for Latino parents. Naperville, Ill.: Sphinx Pub.. Fifty Examinations in Mental Arithmetic ... Compiled by "A Head Master.". (1887). New York: University of Waterloo. Hordzi, W. K. (2007). Analysis of the behaviour of distance education students during examinations. Ife Psychologia, 15(1), 1-12. Kahn, I. (2000). Students' Performance On Makeup Examinations And Other Evaluations. Psychological Reports, 87(7), 747. Lauwerys, J. A., & Scanlon, D. G. (2008). Examinations. New York: Harcourt, Brace & World, Inc.. Lukas , G. (2008). Examinations for premedical students. American Journal of Physics, 43(8), 738. Lohr, J. (1975). Repeatable equivalent examinations for premedical students. American Journal of Physics, 43(8), 738. Meyers, M. (2012). CompTIA A+ certification exam guide: exams 220-801 & 220-802 (8th ed.). New York, NY: McGraw-Hill. Nietz, J. A. (2009). New Type Examinations in the High School:Values of New Type Examinations in the High School with Special Reference to History Sterling G. Brinkley. The School Review, 33(5), 390. Albert Einstein, G. A. (2008). Examinations. Armonk, N.Y.: Sharpe. Smith, S. (1965). " Objective " Examinations For Medical Students. The Lancet, 285(7395), 1114-1115. Somervill, B. A. (2008). Teens in Egypt. Minneapolis, MN: Compass Point Books. Taylor, S. A. (2011). The Value of Examinations and Tests for Grading Students in Agronomy. Agronomy Journal, 46(9), 422. Wigley, S. C. (2004). Assessment of Morale in Further Education Students Studying for A‐level Examinations. Journal of Further and Higher Education, 28(4), 423-434. Read More