The failure of examination in evaluation

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Table of Contents

Introduction
Shortcomings of administering examinations
Accepted wisdom
Conclusion
Works Cited

Introduction

According to Lamond (43), examination systems have been applicable since time immemorial to gauge one’s knowledge on particular topics. The authenticity and process of examining individuals have been applicable in the public domain to determine whether it is the best way to judge a student’s ability and qualifications.

The grades, degrees and scorecards play a pivotal role in the destruction or formation of one’s career as evident in the service industry. In the modern society, most companies insist on communication skills, as a recipe for employing individuals.

This is because it is not possible to judge one’s ability through examinations only. As such, this piece explores the supposition that examination is not an appropriate mode of evaluation.

Research has proved that most students fare on well in written English but fail to express themselves through spoken language. Langbein& Claire (74) report that examinations are obligatory tools that recognize ability in students.

By measuring one’s ability using standards, results often depict the right move. The results aid judgment and evaluation towards a course. Students’ purposes of undergoing tests are associated with skills, knowledge and eligibility that one is prone to achieve. As such, examining of students is an inappropriate way to make a prejudgment upon a student.

Shortcomings of administering examinations

Examinations act as a memory test and not an avenue for gaining knowledge useful for inventions and innovations. Examinations test the amount of information one masters and not what one has understood.

According to (Wall 54), memorizing facts hinders the understanding capabilities of individuals hence lack of reasoning and deficiency in fresh ideas. According to Wall (54), a person who uses memory as a yardstick for intelligence exudes minimal advantage over an intelligent person who bases thinking on logics and does things according to situations.

Langbein & Claire (33) report that examinations have proved to be stressful. Most students have the ability to perform best without undergoing examination pressure. This is because significant proportions of students who have the potential of achieving their goals panic during examinations.

In the modern world, passing examinations do not guarantee automatic careers but proves the worthiness and confidence gained. The level of practical understanding, theory and knowledge is not tested. The benchmark for examination in this case is preceding value.

According to Farthing (8), examinations have endangered the art of creativity. Most students only depend on information that is entailed in the syllabus hence limitations in undertaking extra research programs. This also encourages over dependency in few books of study.

According to Farthing (8), examinations have resulted to committing of suicide by students because of failing. This is because of pressure to perform. Tension accrued during examinations amounts to depression and anxiety amongst students.

Examinations only offer grades as the only feedback especially. This is often the case amidst successful persons. Students who fail to pass the examinations experience to re-writes and remediation. False closure has enabled students to rely on the course content hence no involvement in connections related to advance courses. Examinations do not give the exact picture of the ability in a child.

In most cases, grades are normally disappointing and that poor results do not come about because of lack of knowledge in the prospective subject but from personal conditions such as health problems, stress and the state of mind. The ability of a student should be precisely evident and rated by a teacher even before appearance for examinations.

Accepted wisdom

Farthing (27) asserts that most people believe that examination is necessary for evaluating student knowledge. This provides for independent work and controlled environment helpful in the verification of the status of the student learning.

Examinations play a major role in motivating students to study. Students have a habit of reading books during the examination period only hence exams acts as motivators. Exams have also been perceivable to help in the facilitation of students choices.

Options demand that students must attain specific grades as a pre-requisite of pursuing degree options in the universities. Poor grades have a clear indication that a student is not capable of pursuing an intended career option (Dumas and William 56).

Examination ensures that students are aware of their capabilities and progress in studies, which improves grades based on focusing areas of weaknesses. It is an avenue for assessing the academic performance of an individual. Examination indicates the ability of students hence a yardstick of success in education.

Conclusion

As much as philosophers found knowledge to be enjoyable, examinations have proved to be a grand detest to education. Education is an avenue for instilling and enlightening people. Today examinations have proved to be a tool for discouraging the majority.

Changing the systems of education would act as a positive aspect in a student. Analysis of students through examination only boosts competition in universities hence grants and scholarships. The understanding between examiner and examinee is not viable, but the demonstration through aptitude test means achieving grades.

Works Cited

Dumas, Philip. & William, Uhland. The Best Test Preparation for the Advanced Placement Examination. Piscataway, NJ: Research & Education Association, 2001. Print.

Farthing, Jennifer. Kaplan Civil Service Exams. New York, NY: Kaplan, 2006. Print.

Lamond, Jay. Significance of Tests and Properties of Concrete and Concrete-Making Materials. West Conshohocken: ASTM, 2006. Print.

Langbein, Laura. & Claire, Felbinger. Public Program Evaluation: A Statistical Guide. Armonk, N.Y: M.E. Sharpe, 2006. Print.

Wall, Dianne. The Impact of High-Stakes Examinations on Classroom Teaching: A Case Study Using Insights from Testing and Innovation Theory. Cambridge: Cambridge University Press, 2005. Print.

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