ASIO

The university provides us with various opportunities to showcase our talents in different fields through numerous projects and reviews in different subjects, but the highly frequent written exams with vast portions often overshadow all the other types of assessments. Moreover, students need more opportunities to concentrate on the subject as opposed to only the written exams. Time playing a major role, students are forced to study for these written exams from the exam point of view rather than approaching the subject conceptually. We fear that the ceaseless exams make the students lose their innovativeness and imagination as they don't get adequate time to get involved in ventures and different exercises. Through our campus surveys we have confirmed that exams put a lot of pressure on the students physically as well as mentally, especially when the portion included is not easily manageable. These written exams have a poor predictive quality because they only judge a student's ability under set conditions and limited time. Often, an otherwise bright student may get anxious or confused under strict exam conditions and may not perform up to the mark. Many exams encourage teaching-to-the-test-practice. This is to say, teaching a fixed curriculum that focuses on passing a specific written exam. This method limits the curriculum to a set range of knowledge and skills. Obviously such practice does not provide any educational benefits, as it limits the student’s thoughts to a set of topics. Although exams promote competition among the students which encourages them to work harder and gain more knowledge, failing to score well may make the child to lose interest in the subject.

Keyword: written exams, CATs, Programmes of learning, coursework.

Reference

www.wlv.ac.uk
www.f4solutions.com
www.cambridgeassessment.org.uk
www.telegraph.co.uk
www.brad.ac.uk
www.worc.ac.uk
www.antiessays.com
www.qaa.ac.uk
klari.jayi.eu
www.wales.ac.uk
www2.worc.ac.uk

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