The question is this: would education without exams be better for students? Why should the tests be taken? taking a test Many people believe that it is a way that can help students improve their skills or simply a mechanism that makes students progress for their successful future. For a student, exams are an inescapable part of their school time. Since there is the presence of an educational system, examinations can be used as a means of evaluating the study.
However, nowadays, more and more people have come to the conclusion that exams are not the only means of evaluation of studies, they believe that education without exams would be better for the student. Most students can’t master technology, what do they have? The first thing students need to do is understand the objectives of the study, whether it is to improve skills or pass exams. We don’t need to be educators to answer this question, improving a skill is the reason most people study. Keeping this idea in mind, the exam has many drawbacks and shortcomings for the student.
First, formal tests do not seem to accurately reflect a student’s ability; it can be unfair in several ways. For example, a student’s entire career depends on what he or she does on a given day and time of an exam. if the student is ill, or if she has had any emotional trauma, these factors could have a negative effect on the student’s test results. Some students do not perform well under pressure and require more time to reach useful conclusions.
Final grades must be decided for all elements, including assessment work, attendance, presentation, group work, and exams. All of this can really reflect the student’s ability after their subject, not just the exam. If someone didn’t have a good review or made any mistakes on the exam, they can definitely fail their exam, but they still put in effort in their study, so now the other item will be used to consider student grades.
In different countries, there are different educational systems, but they claim to have the same final process which is an exam. So the argument comes from the final exam on whether the efforts and abilities of the students can be identified. Although formal exams have been used in the past, they should no longer be used as the sole means of assessment because they can be an unfair indication of a student’s overall ability. Tests are important, but testing in other ways is also better for the student. students, which can be easy to test the skills of students.
WHAT DO WE WANT FROM THE EVALUATION OF THE EXAM?
Good assessment programs aim to provide a balanced and fair evaluation of each student. It can be achieved in two ways. First, the use of a variety of strategies and tasks that provide students with multiple opportunities, in various contexts, to demonstrate what they know and can do. It also allows teachers to have confidence in the accuracy of their judgments about each student.
Second, the tasks must be fit for purpose. Suppose a subject has a series of objectives (knowledge to learn, skills to acquire), each task must be appropriate to the specific objective or objectives that he is evaluating. This means that a task that tests basic knowledge will look different than one that tests creativity. Instead of abolishing exams, we should ask ourselves what combination of assessment tasks is the most appropriate for each subject.
FOCUS ON BREADTH EXAMS
In most disciplines, there are specific bodies of knowledge that students are expected to learn. Physics students can learn about thermodynamics, while history students can learn about the cold war. Therefore, the tests allow us to accurately assess the breadth of students’ understanding of these topics.
Exam critics often promote deep, rich, and authentic assessment tasks. These are usually project-based assignments that build on the creativity and interest of the students. For example, history students may be asked to choose and investigate historical character in depth. Business studios can be asked to lay out the playing field for a new company seeking venture capital.
These tasks develop several important higher-order thinking skills, such as analysis and decision-making. However, they are not alternatives to exams. They do different things. And this is exactly what we want: multiple and different tasks to maximize students’ opportunities to demonstrate what they know and can do.
Finally, we also want fitness for purpose, where breadth of knowledge is important, we want assessment tasks that target this encouragement. We want our future doctors to know the whole human body. We want our future teachers to be exposed to a full repertoire of teaching and learning approaches.