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there are many disadvantages of exams

exam can affect students' mental well beings and self esteem

.the ministry of education wants to remove mid year exams for all primary and secondary school students by 2023

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is exam really necessary?

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whether employers look only at a potential employees' practical skills or do they also look at their academic results

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Does everyone agree on having no exams? Since some may need exams to improve themselves but others may not find exams useful and only stressful

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Does everyone agree on having no exams? Since some may need exams to improve themselves but others may not find exams useful and only stressful

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employers only hire employees by their practical skills and not by their examination certificate.

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Examinations do not show if someone has truly acquired certain knowledge.

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Loss of Confidence: Failure in Exams leads to loss of confidence for many.

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What exams are necessary and unnecessary

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What exams are necessary and unnecessary

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they are unnecesary as employeers should hire people for their practical skills,not their grades.

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they are unnecesary as employeers should hire people for their practical skills,not their grades.

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How will exam affect the life of individual?
does it really mean failure if the major exam is failed?

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Exam stress can lead to many different mental illnesses

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https://literaryenglish.com/why-tests-exams-are-bad-for-students/

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We are breathing in the modern era where all aspects of human lives have evolved. Old-fashioned norms are changing rapidly in all spheres of human life. Like change in all other aspects of life, the education field has evolved with passage of time. Modern approaches and theories for learning brought significant changes in the field of learning. In some regions of the world, old educational norms are still in practice. We should quit old-fashioned learning strategies like annual tests, cramming, excessive dictation, and memorization. We should adopt a different approach to prepare our children for a better life rather than focusing on getting good grades on a piece of paper. In this article, we will highlight some bad impacts of the annual, bi-annual or semester based examination system on children and young students.

Annual Examination System

Exams are one of the most important parts of school life. Students at schools and colleges strive to achieve good grades, which determines their academic success and shapes their job career. Annual exams are held after a period of twelve months and bi-annual exams are held after six months of the start of classes. In the semester examination system, an academic year is divided into two parts and each semester exam is taken after a period of six months.

All types of above exams have an enormous impact on the lives of students. They have good and bad sides being constructive as well as destructive for the students. Constructive examinations prepare a student for a bright future while destructive examinations create unnecessary stress and competition among students. These exams and tests are sole determiner of students' success and sometimes this system fails to show real potential in students.

The last month of the academic year is completely devoted to final exams that leave a bad impact on students. Bad impacts include unwanted stress, sleeplessness, unbalanced diet, excessive work, fatigue, health problems and lack of confidence. After exams, waiting for the result is also destructive. Let us discuss all these issues in detail.

Impacts of Exams on Lives of Students

Now we will discuss the bad impacts of exams on the lives of students.

1. Source of Stress and Pressure

Exams are a source of stress and pressure for the students. Fatigue, stress, pressure, and mental tension create fear and hatred for the exam. Stress and pressure leads to loss of interest in studies. The fear of failure after exams also becomes a cause of stress and anxiety for the students.

The stress of exams creates an unproductive environment for studying that leads to poor exam results. The poor result leads to loss of confidence among students. The stress of exams ultimately leads to physical symptoms such as headaches and numbness.

2. Exams as a Formality

Many students are unable to identify the real purpose of education. They took it as a formal routine of their life to pass exam over exam to find an admission in a university or a good job. Examinations do not measure skills among students but only superficial knowledge achieved by cramming. A student who is good at cramming will get good grades while a student with a creative mind will end up with unsatisfactory results. Some students fail to get a good score even knowing all because they do not face the pressure of exam.

In the examination system, all the students are tested with the same pattern while each student has different abilities. This approach is unjust for those students who do not perform well in written exams but they are good in laboratories and have innovative and creative approaches. When a creative mind student is bound to a syllabus book to pass an exam; his creativity dies. Some students are good at arts, some are good at mathematics, some have good communication skills, some have creative minds and some are good at cramming a book in a few days. Therefore, each student should be tested according to his ability.

In exams. Only one boy gets first position but many have different abilities. Each student should be evaluated according to his ability and awarded accordingly. However, in the examination system, it is not possible.

3. Loss of Confidence

Building confidence among students is one of the main objectives of school education. However, many students fail to gain confidence due to the bad examination system. Failure in exams leads to loss of confidence for many students. Some students perform well during the whole year and if they get low grades, they lose their confidence and face criticism from society.

4. Tendency of Suicide

The tendency of suicide among students is increasing day by day. The only reason for suicide among students is exams and the result of exam. Sometimes it happens that a student cram a whole book of mathematics but when one or two questions in exam are not from the syllabus book; students fail to solve those questions because they are not prepared to solve a problem. Such education has no use in real life if a student gets good grades only by cramming a book in a few days.

According to the information on the BBC website, 29% of the 201 teen-age student committed suicide in 2014 whilst waiting for exam results, or the exams themselves.

5. Friendship into Rivalry

Examinations lead to a competitive approach among students and these traits ruin friendships among students and they struggle to cross each other. Students strive to grab first position and do not focus on the basic purpose of learning. Many students have A+ grade but they have no ethical manners, communication skills, planning strategies and creativity.

6. Lack of Measuring Creativity skills

Annual examination system fails to test many skills that reflect a student's intelligence. These exams are based on memorization that is not a real indicator of knowledge. Students memorize concepts, facts, statistics, and ideas to pass the exam and do not practice these skills to perform in after education life.

Moreover, short questions, MCQs, and true / false are the tools of measuring a students' knowledge. Many other skills, such as creativity, planning, communication, teamwork flexibility and thinking cannot be tested through written exams that require objective responses. Annual tests fail to exactly reflect students' knowledge and therefore cannot be the merely determiner of their educational success. Employability skills also cannot be tested through a written exam system.

7. Health Problems and Diseases

In the annual examination system, students remain relaxed for eleven month and reserve last month only for study. Because of lack of study stamina, they face a lot of health issues when they become bookworms for the last month. Only a few students keep an equal pace across the academic year. Excessive time for study leads to numerous health issues like headaches, chest pain, fatigue, restlessness, sickness, loose motions, etc. Students sacrifice their own sleep to get good grades in their exams and in return they lose their health.

Some students do not leave their room or library and do not move to dinner that causes energy loss ultimately leading towards loose motion and weakness. Some students buy a lot of foods and drinks like burgers, pizza, chips and energy drinks during the exam week because they don't have time to cook. Intake of readymade food for a long period also causes health issues.

Some university students take caffeine to overcome stress but too much caffeine is dangerous for the heart and creates blood pressure diseases. Some university and college students like to use alcohol or other prescription drugs to cope with final exam weeks. This causes different side effects, even causing death.

8. Old-Fashioned Strategy

Finally, the last reason why exams are bad is that they are unfair. It is the age-old dilemma: some students do not perform well in their exams. A student could be very intelligent and a hard worker, but he might not perform well during the exam because of any external matter like sickness.

Examination system does not measure creative skills among students but only cramming skills. Engineering students who are good at practical jobs might not be interested in a written examination that results in unjust results.

Bottom Lines

Abolishing exams and tests is not the only solution. Although some examinations do test students' ability to solve problems under pressure. However, examinations cannot be the sole determiner of students' knowledge, and thus their future prospects, whether in the working or academic world. The ability of exams to determine someone's intellect is limited.

Universities and colleges need to take a variety of different approaches to test students. By using examinations in combination with other approaches like weekly or monthly assessments, career building opportunities, environment for polishing creativity, and other skills.

Lastly, final exam results should not be solely a parameter to allot grades. It should be a combination of different analyses throughout the academic year. Same test should not be imposed on all students. The format of test or exam should be based on creative approach rather than memorizing or cramming a book. There should be different options for students to opt for the test according to their choice and level of their intelligence.

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Why Tests / Exams are Bad for Students? - Literary English

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We are breathing in the modern era where all aspects of human lives have evolved. Old-fashioned norms are changing rapidly in all spheres of human life. Like change in all other aspects of life, the education field has evolved with passage of time. Modern approaches and theories for learning brought significant changes in the field of learning.

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Do exams bring out the benefits they should bring? Like improvements in academics etc

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Do exams bring out the benefits they should bring? Like improvements in academics etc

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Is mental health becoming a serious issue in exam students? | William Farr School

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It has become an increasingly worrying issue that the contents of the new exams has burdened students with an abundance of unnecessary stress, which may have a detrimental effect on their mental health, both now and in the future. With 29% of the 201 teen suicides in 2014 taking place whilst waiting for exam results, or the exams themselves, (information from a report on the BBC website), the focus is now on creating a positive place to air issues and concerns.

People are beginning to try and tackle this issue in many different ways. A good example of this is the 'Gregathlon', in which Greg James will be completing several challenges: including climbing the three highest peaks in the UK and cycling the 500 miles between them. So far, Greg has raised a mountainous amount of £739,425! Since last year, the money raised by Sport Relief has helped by funding more than 50,000 adults and young people in full time education living in the UK with mental health problems.

Having interviewed a current 6th form student who is now doing her A-level courses. But this interview talks about their perspective on the GCSE's when they were in Year 11.

Do you think students are being supported enough throughout exams?

"I think there is support within school, however it isn't necessarily accessible to students who aren't already registered within the student welfare system and if there is access to it you have to wait a while and often you can only see them once because of their schedule."

Do you think the amount of stress put on students with the new exam system is fair?

"I think that the amount of stress put onto students is unnecessary but it also depends on your home life because personally my parents didn't put much stress on me but I know that some students have the added stress from their parents. As for teachers, I think especially if you are a high achiever, the teachers put more pressure on you. Even if they try not to, there's always an expectation for you to achieve a certain amount."

How do you think large amounts of stress will affect students in the future?

"In a way I think it may prepare them for university and careers in the future, however I think the amount of stress is still unnecessary. Young people should be allowed to be young people and have free time as well as working in school."

As there is not the financial provision to be able to offer most pupils support, there are a vast amount who are struggling with mental health issues who cannot be afforded the time by the student welfare system. This means it's less accessible to obtain support during the GCSE process. Its support service, Hope Line UK, has seen a large rise in contacts from young people and parents in recent years, quadrupling since 2013. Exam stress can lead to many different mental illnesses, like depression and anxiety, panic attacks, low self-esteem, self-harming and suicidal thoughts and worsening of pre-existing mental health conditions.

We interviewed the Head of the current Year 12 to see her perspective of the current GCSE system and her view on exam stress and mental health.

"Exams have always been stressful and I'm sure in every generation there has always been a section of the population who has not coped very well with the stress but it does feel like a bigger problem. More pressure from schools as they are 'judged' on their results; more pressure from parents as they feel life is not as 'easy' to get a job as it was for them and they want more for their kids; more pressure from the media, government, society - the list goes on."

Recent statistics show that students facing exams in 2019 are likely to face over 9 hours more of exams than in 2016 (information from the Independent). This added pressure is leading students to take drastic action to distract from their anxiety, this can include self-harming, eating disorders and, in severe cases, suicide. Child Line results from the past few years show that 11% more students have been coming to them for counselling sessions (information from the NSPCC website) because of exam stress and pressure that is put on them from their parents and schools. This shows that the pressure that exams are putting on pupils is growing massively because of the new curriculum and changing grade boundaries.

However, one could also argue that the rising level of students coming to health professionals for help is a sign of a more open society as it demonstrates that we are becoming more comfortable discussing issues of mental health with people who can help. Another source (The Guardian) states that over half of mental health issues in the UK are in students from the age of 14 onwards, and that 75% of mental health issues will appear by age 18. These ages are the main years when students are studying for exams which leads to the issue of why the level of support among teenagers is not changing when the amount of mental health issues in young people clearly is.

Overall, the exam years of secondary school can be the hardest years of people's lives and it does not help with stress and anxiety when students can't even look at exam papers. Since the recent changes in the curriculum, including the grade boundaries changing and the whole exam content being completely rearranged, many students are struggling with the whole premises of not being able to study old exam papers and example texts. This adds yet another level of stress to students as they feel completely unprepared for exams, which creates an even bigger impact on them. Can society address this before the situation gets out of hand?

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Is mental health becoming a serious issue in exam students? - William Farr Web

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It has become an increasingly worrying issue that the contents of the new exams has burdened students with an abundance of unnecessary stress, which may have a detrimental effect on their mental health, both now and in the future.

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different students have different methods to be able to learn and apply what theyve learnt effectively. are exams really the best way to assess all these students together?

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If we remove exams, how would we grade them based on their skill and talent?

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If we remove exams, how would we grade them based on their skill and talent?

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Does Examination determine our future life Job?

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exams can be a good motivator for students to focus on their studies. but if students fail their exams it can also lead to a  lack of confidence and motivation.

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Exams can bring stress to an individual's relationship

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Exams can bring stress to an individual's relationship

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Preparing Tests and Exams | Centre for Teaching Excellence | University of Waterloo (uwaterloo.ca)

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While we often think of exams as a way to test students' comprehension of material, exams can serve more than one purpose. Being aware of why we are testing students and what exactly we want to test can help make students' and instructors' experience of exams more useful. The following tips will gear you towards issues you should think about during the entire exam process, from planning to reflection.

Before you start preparing an exam

Why are you giving an exam to your students?

To evaluate and grade students. Exams provide a controlled environment for independent work and so are often used to verify students' learning.

To motivate students to study. Students tend to open their books more often when an evaluation is coming up. Exams can be great motivators.

To add variety to student learning. Exams are a form of learning activity. They can enable students to see the material from a different perspective. They also provide feedback that students can then use to improve their understanding.

To identify weaknesses and correct them. Exams enable both students and instructors to identify which areas of the material students do not understand. This allows students to seek help, and instructors to address areas that may need more attention, thus enabling student progression and improvement.

To obtain feedback on your teaching. You can use exams to evaluate your own teaching. Students' performance on the exam will pinpoint areas where you should spend more time or change your current approach.

To provide statistics for the course or institution. Institutions often want information on how students are doing. How many are passing and failing, and what is the average achievement in class? Exams can provide this information.

To accredit qualified students. Certain professions demand that students demonstrate the acquisition of certain skills or knowledge. An exam can provide such proof - for example, the Uniform Final Examination (UFE) serves this purpose in accounting.

What do you want to assess?

What you want to assess should be related to your learning outcomes for the course.

Knowledge or how it is used. You can design your test questions to assess students' knowledge or ability to apply material taught in class.

Process or product. You can test students' reasoning skills and evaluate the process by focusing the marks and other feedback on the process they follow to arrive at a solution. Alternatively, you can evaluate the end product.

The communication of ideas. You can evaluate students' communication skills their ability to express themselves - whether this is by writing a cogent argument, or creating an elegant mathematical proof.

Convergent thinking or divergent thinking. You can test your students' ability to draw a single conclusion from different inputs (convergent thinking). Or you may alternatively want them to come up with different possible answers (divergent thinking). Do you expect different answers from students, or do you expect all of them to provide the same answer?

Absolute or relative standards. Is student success defined by learning a set amount of material or demonstrating certain skills, or is student success measured by assessing the amount of progress the students make over the duration of the course?

How do you decide what to test and how to test it?

The overall exam should be consistent with your learning outcomes for the course. There are a number of ways to review and prioritize the skills and concepts taught in a course. You could:

Use the topics list provided in your course outline

Skim through your lecture notes to find key concepts and methods

Review chapter headings and subheadings in the assigned readings

What are the qualities of a good exam?

A good exam gives all students an equal opportunity to fully demonstrate their learning. With this in mind, you might reflect on the nature and parameters of your exam. For example, could the exam be administered as a take-home exam? Two students might know the material equally well, but one of them might not perform well under the pressure of a timed or in-class testing situation. In such a case, what is it that you really want to assess: how well each student knows the material, or how well each performs under pressure? Likewise, it might be appropriate to allow students to bring memory aids to an exam. Again, what is it that you want to assess: their ability to memorize a formula or their ability to use and apply a formula?

Consistency. If you give the same exam twice to the same students, they should get a similar grade each time.

Validity. Make sure your questions address what you want to evaluate.

Realistic expectations. Your exam should contain questions that match the average student's ability level. It should also be possible to respond to all questions in the time allowed. To check the exam, ask a teaching assistant to take the test - if they can't complete it in well under the time permitted then the exam needs to be revised.

Uses multiple question types. Different students are better at different types of questions. In order to allow all students to demonstrate their abilities, exams should include a variety of types of questions. Read our Teaching Tip, Asking Questions: 6 Types.

Offer multiple ways to obtain full marks. Exams can be highly stressful and artificial ways to demonstrate knowledge. In recognition of this, you may want to provide questions that allow multiple ways to obtain full marks. For example, ask students to list five of the seven benefits of multiple-choice questions.

Free of bias. Your students will differ in many ways including language proficiency, socio-economic background, physical disabilities, etc. When constructing an exam, you should keep student differences in mind to watch for ways that the exams could create obstacles for some students. For example, the use of colloquial language could create difficulties for students whose first language is not English, and examples easily understood by North American students may be inaccessible to international students.

Redeemable. An exam does not need to be the sole opportunity to obtain marks. Assignments and midterms allow students to practice answering your types of questions and adapt to your expectations.

Demanding. An exam that is too easy does not accurately measure students' understanding of the material.

Transparent marking criteria. Students should know what is expected of them. They should be able to identify the characteristics of a satisfactory answer and understand the relative importance of those characteristics. This can be achieved in many ways; you can provide feedback on assignments, describe your expectations in class, or post model solutions.

Timely. Spread exams out over the semester. Giving two exams one week apart doesn't give students adequate time to receive and respond to the feedback provided by the first exam. When possible, plan the exams to fit logically within the flow of the course material. It might be helpful to place tests at the end of important learning units rather than simply give a midterm halfway through the semester.

Accessible. For students with disabilities, exams must be amenable to adaptive technologies such as screen-readers or screen magnifiers. Exams that have visual content, such as charts, maps, and illustrations, may need to be rendered by Waterloo's AccessAbility Services into a format that meets an accommodation.

After the exam is ready

Prepare a marking scheme or rubric

Preparing a marking scheme ahead of time will allow you to review your questions, to verify that they are really testing the material you want to test, and to think about possible alternative answers that might come up.

Look at what others have done. Chances are that you are not the only person who teaches this course. Look at how others choose to assign grades.

Make a marking scheme usable by non-experts. Write a model answer and use this as the basis for a marking scheme usable by non-experts. This ensures that your teaching assistants and your students can easily understand your marking scheme. It also allows you to have an external examiner mark the response, if need be. A rubric can be an effective tool to help you or your teaching assistants assess student work quickly and accurately. Sharing the rubric with your students as they begin to study for the exam is also a good idea.

Give consequential marks. Generally, marking schemes should not penalize the same error repeatedly. If an error is made early but carried through the answer, you should only penalize it once if the rest of the response is sound.

Review the marking scheme after the exam. Once the exam has been written, read a few answers and review your key. You may sometimes find that students have interpreted your question in a way that is different from what you had intended. Students may come up with excellent answers that may be slightly outside of what was asked. Consider giving these students partial marks.

When marking, make notes on exams. These notes should make it clear why you gave a particular mark. If exams are returned to the students, your notes will help them understand their mistakes and correct them. They will also help you should students want to review their exam long after it has been given, or if they appeal their grade.

Inform students of the purpose and parameters of the exam

Clearly communicate with students about what your goals are for any test or exam. Don't assume that students know what the pedagogical purpose of the test or exam is. Have a discussion about your goals and desired outcomes, and help students understand how specific aspects of the test or exam fit these goals. Be open to making some changes if students have ideas to offer.

Point out the important sections in course plans, textbooks, and readings to guide test and exam preparation; where possible, provide multiple samples of tests and exam questions and answers. Consider conducting an exam review exercise.

Although you might not provide students with exam questions in advance, you should be prepared to answer questions such as:

What will the exam cover?

How much emphasis should I put on the textbook / lectures / etc...?

What material (if any) am I allowed to bring into the exam room?

When will I get my mark?

What happens if, for a good reason, I can't attend the exam? Do I get to re-write?

Will I be given the chance to choose the topics on which I do questions?

Will I be told which criteria I am being assessed on?

If I disagree politically or philosophically with the marker, will I get poor marks?

Will allowances be made if English is not my first language?

After your students write the exam

Monitor the quality of your exams

Exams provide you with the opportunity to obtain feedback on student learning, your teaching methods, and the quality of the exam itself.

Write impressions on your exam and keep them. During the exam and the marking of the exam, keep track of which questions seem to be well understood, and which questions were frequently misunderstood.

Collect numerical data. If you have machine-scorable exams, you can get statistics on your questions, such as which questions were missed most often or which distracters were most often chosen. In other cases you can collect an overview of the marks.

Get student feedback. You can leave space specifically for feedback on exams, or you can obtain feedback in class after the exam. Consider asking your students to complete an exam wrapper - a short survey asking students about exam preparation strategies they used, what questions they found difficult to answer, and what they might do differently to prepare for the next exam (see our Teaching Tip on Teaching Metacognitive Skills).

Reflect on the gathered information

Reviewing examination results can help you identify concepts and methods that students are having difficulty with - questions that were missed - as well as concepts and methods that were well understood - questions generally successfully answered. Or it may highlight well-constructed or poorly constructed exam question. Consider using this information to:

Change how you teach the remainder of the term

Check for improvement on specific topics or methods over a term

Redesign the course or the examination for future classes

Assess your teaching practice - what is working especially well and what can be improved upon

Resources

Brown, S., Race, P., & Smith, B. (1996). 500 tips on assessment. London, UK: Kogan Page.

Brown, S., & Smith, B. (1997). Getting to grips with assessment. Birmingham, UK: staff and Educational Development Association.

McKeachie, W., & Svinicki, M. (2013). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, USA: Wadsworth Publishing.

Worthen, B. R., Borg, W.R., & White, K. R. (1993). Measurement and evaluation in the schools. New York: Longman.

CTE teaching tips

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Preparing Tests and Exams. Centre for Teaching Excellence, University of Waterloo.

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Preparing Tests and Exams | Centre for Teaching Excellence

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While we often think of exams as a way to test students' comprehension of material, exams can serve more than one purpose. Being aware of why we are testing students and what exactly we want to test can help make students' and instructors' experience of exams more useful.

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January exams. It’s the topic of all conversation and nothing feels worse than revising – except not revising. Coming back to university after spending the holidays with your family can be tough en…

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Importance Of Examination | ConductExam

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"Exams" - Many of the students got shrink when they heard an exam's words because their exam mentality is feeble; maybe they don't know about the importance of exams.

Here one question arises every time, "Does an examination is important!?" Obivisouly exams are the most important. Let me explain to you how!

All the Exams are a part of growth for the students; they are essential for knowledge & capability testing.

Examinations don't mean creating a feeling of depression among students. Exams are intended to develop a sense of responsibility among those learners to remember the concepts and present them in the most valuable form.

Testing is a general evolution for the students that they understand that topic or subject!? Exams improve the student's overall personality, memory, and their revision skills.

Generally, students give oral and written exams in their schools/colleges. They have a wrong belief like an is unnecessary, but if they try to think in a detailed positive manner, they can understand the benefits of exams.

Today we are trying to change the exam's viewpoint about the importance of the exam and why it is necessary.

Shall we start!?

Use our online exam software to conduct online/offline exams.

Why Exam Is Necessary

Confidence:

The exam develops confidence, which increases a student's personality in a hardworking manner.Students become conscious of their exam performance if they do hard work and give their best performance.

When students get good marks, they feel happy, and their marks increase their confidence level.

Enthusiasm for competition:

An exam is just like a type of healthy competition for proving more knowledge and skill.

Every student prepares themselves as they participate in the competition and most of them to prove themselves better than other students, they try to get more score and also built a new strategy for reading, they improve their writing skills for better marks.

Self-analysis of own skill:

The exam evaluates the student's ability of learning. It is an effective way to analyze the knowledge of students. It is a measurement of how much they learn and constraint in the study. An exam is for self-improvement.

Achievements:

Often, students take an exam as a career at that time they are very serious about the exams and they prove themselves for their goal and they get the achievement.

Some schools/colleges enhance the student's knowledge by giving them awards and certificate and motivate students to increase their intelligence which is the proud moments of hardworking not for individuals but also it is all about the support of their parents and teachers.

Learning:

Each and every step of life, we face new situations and learn from them.

An exam is a major factor in learning. students learn the lesson of patience, discipline, and leadership through exams.

Exam help to introduce own skill. Exam develops thinking, logic and makes quick decision-making.

Scholarship:

Sometimes, not each parent are capable to provide the best knowledge for their children at that time scholarship is one of the options for students to study.

An exam is one of the gateways to achieve scholarship and study for further higher education.

Easy judgment for teaching:

Exams is an analysis of the student's understanding and grasping power. It is the judgment of how students are capable of their study. Parents and teachers analyze the potential of the study.

If all the students consider exams as a routine test with positive benefits, it will help them improve their self & increase their knowledge.

So, the exam is the most important part of developing their self & gain more knowledge.

All the students need to understand that any results can't determine their future or capabilities. But, that piece of paper enriches good respect, experience, and good knowledge. That will help you to grow your self.

Remember, never panic, don't stress, take it easy, and be ready for your future challenges.

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"Exams" - Many of the students got shrink when they heard an exam's words because their exam mentality is feeble; maybe they don't know about the importance of exams. Here one question arises every time, "Does an examination is important!?" Obivisouly exams are the most important. Let me explain to you how!

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If we remove exams, there would not be a stake for students?

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If we remove exams, there would not be a stake for students?

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Does Examination really test students ability to answer with knowledge or do they just memorize.

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how does examination determine students' ability?

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Will removing exams diminish the reason we study?

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Will removing exams diminish the reason we study?

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If exams were to be removed, how can a student apply what they learn in a real-world context without being graded strictly?

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If exams were to be removed, how can a student apply what they learn in a real-world context without being graded strictly?

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are students really being motivated to study for their exams because they want to do well in the future or are they being pressured by their parents because thats what they think is best

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https://www.channelnewsasia.com/singapore/mid-year-exams-scrapped-students-rediscover-love-learning-school-880016

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Does exam really determine that the students will be able to implement everything they had learnt in real world problems?

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Does exam really determine that the students will be able to implement everything they had learnt in real world problems?

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The improvement in one's mental health when we remove exams

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The improvement in one's mental health when we remove exams

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without exams, how are we supposed to prove to our prospective employer or future school that we understood the curriculum and can apply it well?

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https://www.invictus.edu.sg/news/why-exams-are-here-to-stay-a-deep-dive-into-examination-systems-n-assessment-types

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Today, we know Singapore as an education-centred country with a system structure consisting of mandatory years in primary, secondary, and post-secondary school. The success of the current system was achieved over several decades and Singapore often started with approaches that are fairly new-slowly evaluating and retaining the ones that worked best.

In 1981, a fresh concept called streaming was introduced. Streaming allowed students to learn according to their own pace. This concept birthed three streams: Special, Express, and Normal in which Normal was divided into Academic and Technical courses. With this implemented, there was a notable decrease of 30 to 40% in drop-out rate which positively resulted in previous drop-out children to advance to secondary school. Each stream has limited allowable subjects so not long after, Special and Express courses were merged since the Ministry of Education (MOE) already allowed the children to take subjects that are initially only offered by the other two courses.

Years after, higher-level subjects were increased to three. This paved the way for a new concept to be developed called subject-based banding which commenced in 2014. Starting only with 12 participating schools, banding has now been introduced to all secondary schools starting at Sec 1. This new curriculum has three tiers namely G1, G2, and G3, all of which respectively correspond to the current's Normal (Technical), Normal (Academic), and Express.

Although streaming and subject-banding might seem similar, there are very distinct differences. Each curriculum has a different method of sorting out and matching students with the right paths to take. But before students can move forward to their band, they must first be assessed by exam systems.

There are various types of national exam systems in the country, namely the PSLE, O Levels, N Levels, A-Levels, IB, and IGCSE.

Each of the level brackets rule out the specific learnings of a child which serve as prerequisites for the next steps ahead. With these, students are sorted via controlled exams that would help determine which band they belong to. End-of-course exams are crucial in knowing which pathway a student should go; for primary school, there is Primary School Leaving Examination (PSLE), for secondary school, the Cambridge GCE N and O Levels are designed to know which post-secondary education is optimal whilst A-Levels provides the path that the student should take for higher education.

The International Primary Curriculum and Cambridge IGCSE are international curricula focused on providing learning to students who are non-native English speakers; this specific characteristic of IGCSE makes it the optimal curriculum for international students because of how flexible it can be. Schools are able to shift the coursework according to the components that they prefer to have for their applied curriculum.

With IGCSE, a wide range of students are well-targeted. We know that not every child has the same learning goals and capacities so with IGCSE, you can opt to choose the curriculum that best suits your child's needs. There is the Core curriculum and Extended curriculum that are made available for students of different capabilities. IGCSE Core curriculum covers a broader scope of courses as it is more general. For those who are looking to get grades that are in the range of C to G, this is the right course. IGCSE Extended curriculum on the other hand embraces a tighter spectrum-designed to reach students who are more inclined towards higher academics, this curriculum aims to provide an increased grade range of A-E to the achiever students bracket.

With this, students are able to easily adapt to the course and learn more about particular syllabus content that is indeed relevant to their skills and preferences. IGCSE has an extensive list of subjects, 30 of which are language-focused. Given the great number of international students enrolled in the country, this specific coursework highlights the essential learner skills that a non-native student needs to know such as intellectual inquiry, flexibility and responsiveness to change, communicating in English, and cultural awareness.

Cambridge IGCSE is a system that is very much built around students of different nationalities that's why a lot of global schools have adopted this particular curriculum as their major course offering. Due to its integrity as a reliable curriculum, international schools from across the globe are continuously adopting and enforcing it.

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Why Exams Are Here to Stay: A Deep Dive Into Examination Systems & Assessment Types

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Today, we know Singapore as an education-centred country with a system structure consisting of mandatory years in primary, secondary, and post-secondary school. The success of the current system was achieved over several decades and Singapore often started with approaches that are fairly new-slowly evaluating and retaining the ones that worked best.

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exams bring negativity to student's life. for example, if the student is stressed from school, it brings the tension from school to home and affects the student's life at home 

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exams bring negativity to student's life. for example, if the student is stressed from school, it brings the tension from school to home and affects the student's life at home 