THE SYSTEM OF EXAMINATION
Examinations are the most dreaded part of the educational routine. Most schools have an examination after six months followed by an annual examination at the end of the year. students are expected to answer questions on what they have studied the whole year round. There has always been a controversy about the value of examinations. Some have wholeheartedly condemned the whole system, while others support it. I believe, however, that this whole system of examination has its negative and positive aspects.
The worst aspect of this system, I believe, is the great tension it causes in the young minds and hearts. Students are still in a stage of growth and their mental and physical faculties are growing and developing. The fear of examinations causes so great a tension in their minds that it has a harmful effect on their health. Thus, many students fall ill just before the examination and have to take the examination in their sick condition. There are others who develop hypertension, headaches and other aches and pains.
Then there are a number of disadvantages in the method of examining the students. The questions asked in various subjects often require long answers and test the ability of the students to cram their textbooks rather than test the intelligent understanding of the test. Thus it often happens that a student who might not be very intelligent but has the capacity to mug quickly might do better than a student who is intelligent but doesnot have this capacity. A slightly tricky question however, puts the former category of students at a great disadvantage, for they do not know how to twist their answer to suit the question. Then it is the intelligent student who has understood the subject rather than mugged it up by heart, who has a chance of scoring better.
Since most of the questions in history, geography and the social sciences require cramming up lessons, students tend to study only fifteen days or a month in advance, since they feel that would only make them forget what they have learnt. Many a student escapes regular work by studying hard only in the last few days. After the examination is over, all that has been learnt is promptly forgotten.
Another disadvantage of this system is that the checking of long answers by the examiners is very subjective. One examiner might find a particular style of writing more appealing and may give good marks, whil another examiner may not like it at all and give average marks. Thus an element of luck also plays its part here. Infact, the same examiner might give different marks to the same answer depending on his mood.
Again, while the result of the examination determines an individual's future career, it in no way tests the students abilities. For example, an individual might not excel in studies, but thete is every possibility that he might be good at practical skills such as carpentry, motor-mechanics, computers, dramatics and so on. Such an individual would, however, be condemned as a third rate student and his other talents go unrecognized. He would not even be able to find out his true vocation owing to the absence of the right kind of educational and examination system.
Yet again, an individual might be good at studies, but fall ill just before or during the examination itself. In such a case he fares badly since out system of examination requires last minute preparation. A good student would thus be bracketed with those who are not so good or poor at studies.
Thus, while there are all these negative aspects, our system of examination cannot, however, be condemned altogether. It must be admitted that there ought to be some test of the knowledge that a student has acquired throughout the year, so that he can go on to the next class and a higher course of study. an examination of what he has learnt is thus the only method of assessing the knowledge that he has acquired.
Another positive aspect of this system is that it doesnot compel a student to go through his courses, even though he might try to do it in a quarter of the span of time he is required to put in.
Thus, whiile examinations cannot be done away with, improvements can be made in the system. Thus students can be tested at regular intevals by the teachers of the various subjects and this assessment should be included in the assessment for the final examination. This would necessitate students to study all year round, Again, it would also help to offset the ill-effect of doingbadly in the final examination owing to ill-health or any other reason. Fortunately, this system has been implemented in our country to a great extent. The CBSE and ICSE boards follow such a system while the various state boards are yet to bring changes in their educational and examination pattern.
Yet again, instead of questions requiring long answers, the questions asked should require short answers. Objective type qustions should also be included. This would help to prevent the subjective checking by the examiner who might be carried away either by the style of the answer or his own mood. This would also enable the examiner to cover a greater portion of the course.
Further, questions should aim at making the student think for himself and answer, rather than set questions the answers to which have been mugged up from guide-books.
More emphasis should be given to diagrams, mp-work etc. This enables the examiner to make good assessment of the student's knowledge and at the same time enables the student to show the deep understanding of the subject.
Thus, to conclude, it won't be wrong to say, examinations are a necessary evil. The system can be improved but cannot be done away with. No education is complete without examination.
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