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Uncontrolled exams

The question is, would it be better for students to take education without exams? Why should the exams be done? what do you do an exam? Many people think this is a way to help learners improve their skills or just a mechanism that will lead students to a successful future. For a student, exams are an indispensable part of school time. As an educational system exists, the exams can also be used as a tool to evaluate learning

. Nowadays more and more people are getting into the decision that exams are not the only way to evaluate their studies, believing that non-diploma education would be better for the student. Most students do not know master technology, what did they get? Students must first understand learning goals, develop skills, or pass the exams. We do not need a trainer to answer this question, improving skills is the reason why most people are learning. Taking this idea into account, the exam causes many disadvantages and shortcomings for the student.

First, formal examinations do not necessarily reflect student's ability; in many ways it may be unfair. For example, a whole career of a student depends on what an exam is doing on a particular day and hour. if the student is sick or if there is some emotional trauma, then these factors may have negative impact on the student's exam results. Some students do not exercise good pressure and require longer time to make useful conclusions.

Final scores must be decided by each element, including evaluation, participation, presentation, teamwork, and exams. This really reflects the ability of the student, since the subject is not just an exam. If you do not make a good review or make a mistake during the test, you will definitely miss her exam, but you're still making efforts during your study so now the other element is used to consider the students' marks.

Different countries have different educational systems, but claim to be the same final process as an examination. So the reasoning comes from the final exam, it is able to identify students' efforts and abilities. Although formal examinations have been used in the past, they should no longer use them because of the only way they can evaluate, as they may give an unfair indication of the student's general abilities, exams are important, but testing in other ways is also better for students who can easily test their students' .


Good evaluation programs are designed to provide a balanced, fair evaluation for each student. There are two ways to reach it. First, applying different strategies and tasks allows students more opportunities in different contexts to show what they know and what they can do. In addition, it allows teachers to be confident in the accuracy of individual student judgments.

Second, the tasks should be practical. Suppose a subject has a number of goals (acquiring knowledge, mastering skills), each task must meet the purpose or goals it evaluates. This means that an appraisal of basic knowledge will resemble creativity evaluation. Instead of eliminating the exams, we should rather ask what the composition of the assessment task is most appropriate for each subject.


In most disciplines, there are elements of knowledge that learners need to learn. Physics students can learn about thermodynamics, while history students can learn about the Cold War. Thus, the exams allow us to test our students with a broader understanding of these topics.

Critics of the exams often place deep, rich and credible evaluation tasks. These are typically project-based tasks that involve the student's creativity and interest. For example, students of history should be asked to select and research the historical character. Business studies can be asked to plan the course for a new venture seeking venture capital.

These tasks develop many important higher-minded thinking skills such as analysis and decision-making. However, these are not alternatives to the exams. They do different things. And that's exactly what we want: there are many different tasks to maximize students' opportunities to show what they know and what they can do.

Finally, we also consider it advisable that the breadth of knowledge is important, tasks that are aimed at this breath. We want our future physicians to know the whole human body. We want our future books to know the full repertoire of teaching and learning approaches

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