In one of our previous sessions, we discussed the differences between theoritical and practical learning and the need to inculcate both in schools. The context of that topic is similar to today’s topic.
Examination as the true test of knowledge is a common and much debated topic. It has also raised lots of arguments and controversies over the years. While many scholars have scrutinized this topic already, I still feel the need to contribute my quota on this based on a personal experience. Let me present my analysis with this story.
As the bell rang to signal the end of the school day, Remi packed up her bag and made her way to the library to study for her upcoming exams. She had always been an excellent student, and she prided herself on her ability to ace any test thrown her way.
As she settled into a quiet corner of the library, she couldn’t help but ponder the question that had been on her mind all day: “Are examinations the reliable test of knowledge?”
As she flipped through her textbooks and notes, Remi couldn’t shake the feeling that exams didn’t necessarily measure one’s true level of knowledge. She knew plenty of students who were great at memorizing information for tests but struggled when it came to applying that knowledge in real-world situations.
As she continued to study, Remi came across an interesting article that argued for alternative methods of assessment, such as projects and presentations. These methods, the article argued, provided a more comprehensive measure of a student’s knowledge and understanding of a particular topic.
Inspired by the article, Remi decided to approach her teacher about the possibility of presenting a project instead of taking the traditional exam for her upcoming test.
To her surprise, her teacher was impressed by Remi’s initiative and agreed to let her present a project on the topic of her choice. Remi spent weeks researching and preparing, pouring all of her knowledge and understanding into her project.
When the day of the presentation arrived, Remi stood in front of her classmates and teacher, confidently sharing her project and demonstrating her understanding of the topic. She answered their questions with ease, and her teacher couldn’t help but marvel at the depth of her understanding.
As she left the classroom that day, Remi felt a sense of accomplishment that she had never felt before. She realized that exams weren’t necessarily the true test of knowledge and that alternative methods of assessment could provide a more accurate measure of a student’s abilities.
From that day forward, Remi approached her studies with a newfound appreciation for alternative methods of assessment. She continued to excel in her academics, but she now knew that her success wasn’t solely dependent on her ability to ace exams.
MY TAKE
Examinations have long been used as a way to test students’ knowledge and understanding of what was taught. They are commonly seen as the ultimate measure of one’s academic achievement and have become a significant component in the education system worldwide. However, the question remains whether examinations are reliable test of knowledge, or whether they are simply a way to measure a student’s ability to memorize and recall information.
On one hand, examinations can be seen as an effective way to evaluate a student’s level of understanding and mastery of a particular subject. They can be designed to assess a student’s analytical skills, critical thinking ability, and problem-solving aptitude, which are all essential components of learning. Moreover, examinations can help to measure a student’s progress over time and provide feedback to the teacher on the effectiveness of their teaching methods.
On the other hand, some critics argue that examinations do not necessarily measure one’s true level of knowledge. In many cases, students may simply memorize information to pass the exam without truly understanding the material. Additionally, examinations are often limited in their scope, covering only a small portion of the overall subject matter. As a result, they may not accurately reflect a student’s overall comprehension of a particular topic.
Furthermore, some students may struggle with exam anxiety, which can negatively impact their performance. They may have a good grasp of the subject matter but may not perform well on the test due to their anxiety. This can lead to an inaccurate assessment of their knowledge and abilities.
Another limitation of examinations is that they often promote a culture of competition, where students are encouraged to focus solely on grades rather than learning. This can result in students engaging in unethical practices such as cheating, rather than genuinely learning and understanding the subject matter.
In contrast, alternative methods of assessment such as projects, essays, and presentations, can provide a more comprehensive measure of a student’s knowledge and understanding of a particular topic. These methods often require students to apply what they have learned in a practical context, demonstrating their ability to analyze, synthesize, and evaluate information.
Moreover, these alternative methods of assessment can encourage creativity and critical thinking, which are crucial skills for success in the real world. They can also promote collaboration and teamwork, which are essential in many industries and workplaces.
In conclusion, while examinations have their advantages in evaluating a student’s knowledge and understanding of a particular subject, they may not necessarily be the true test of knowledge. Alternative methods of assessment can provide a more comprehensive measure of a student’s knowledge and abilities, and encourage creativity and critical thinking. It is essential to strike a balance between examinations and alternative assessment methods, which can help to create a well-rounded educational experience for students.
Amara Ann Unachukwu.
