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In the UK and across the world, exams are the main mode of assessment for students and children. Schools in England begin to assess their pupils through exams from the age of 7 in the form of Key Stage 1 SATs. Standardised tests have become the normalised method to determine academic ability within our education system, but — are exams really the optimum way to test students? Do they enable students to remember and understand the content of their studies?Many people argue that the uniformity of exams provide an objective and sure way of testing students. I would counter, however, that the uniformity of exams are not necessarily a positive thing. The uniformity required by exams standardise the interests, capabilities and knowledge absorbed by students and children. This process of mass standardisation takes away the uniqueness and curiosity of learning that contributes to the growth of well-rounded, critical thinkers.If not the uniformity, then surely the revision process as well as the exam papers themselves, show students how to work hard? Working hard doesn’t necessarily mean that information is being learnt and absorbed. The way that exams are structured means that in order to yield good results, students are required to memorise information and regurgitate it onto exam papers, but not necessarily understand what they are learning. An emphasis on exams as primary modes of assessment means that many students are led to focus on cramming and revising information. Preparing for exams rarely gives students the time to absorb the information they are studying, which begs the question – does our education system prioritise the comprehension of knowledge, or test results?Many schools and universities are often too target oriented, creating ‘test-fuelled production lines‘. Increasingly, this is due to the overwhelming pressure for educational institutions to compete with one another, produce good exam results in order to meet OFSTED targets or get a good place on the national/international league tables. Sadly, meeting such targets is often prioritised over shaping and refining teaching and learning environments to nurture and broaden the minds of students.Moreover, exams do not take into account that intelligence is a spectrum, not static. Many students who do not do well under exam conditions are branded as ‘less intelligent’ than those who achieve higher exam results. Branding students who do not perform well in exams as less intelligent is a great disservice to knowledge-seekers who do not fit the cookie-cutter mould of the UK exam industry. We need to cater for the spectrum of intellect represented by children and students, rather than forcing them into uniformity and stamping out alternative expressions of intelligence and brightness.A lot of parents, students and educators alike feel dissatisfied with the current examination system used in this country. However, many of us fall silent on what we can do to change it. We frequently find ourselves asking – are there any viable alternatives? How to we even begin to change such an entrenched system? Change is vital to a healthy society, and right now, we desperately need it within our educational institutions. There are alternatives out there, but our government needs to be ready to actively facilitate change and integrate new assessment methods into the UK education system. 

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In the UK and across the world, exams are the main mode of assessment for students and children. Schools in England begin to assess their pupils through exams from the age of 7 in the form of Key Stage 1 SATs. Standardised tests have become the normalised method to determine academic ability within our education system, but — are exams really the optimum way to test students? Do they enable students to remember and understand the content of their studies?Many people argue that the uniformity of exams provide an objective and sure way of testing students. I would counter, however, that the uniformity of exams are not necessarily a positive thing. The uniformity required by exams standardise the interests, capabilities and knowledge absorbed by students and children. This process of mass standardisation takes away the uniqueness and curiosity of learning that contributes to the growth of well-rounded, critical thinkers.If not the uniformity, then surely the revision process as well as the exam papers themselves, show students how to work hard? Working hard doesn’t necessarily mean that information is being learnt and absorbed. The way that exams are structured means that in order to yield good results, students are required to memorise information and regurgitate it onto exam papers, but not necessarily understand what they are learning. An emphasis on exams as primary modes of assessment means that many students are led to focus on cramming and revising information. Preparing for exams rarely gives students the time to absorb the information they are studying, which begs the question – does our education system prioritise the comprehension of knowledge, or test results?Many schools and universities are often too target oriented, creating ‘test-fuelled production lines‘. Increasingly, this is due to the overwhelming pressure for educational institutions to compete with one another, produce good exam results in order to meet OFSTED targets or get a good place on the national/international league tables. Sadly, meeting such targets is often prioritised over shaping and refining teaching and learning environments to nurture and broaden the minds of students.Moreover, exams do not take into account that intelligence is a spectrum, not static. Many students who do not do well under exam conditions are branded as ‘less intelligent’ than those who achieve higher exam results. Branding students who do not perform well in exams as less intelligent is a great disservice to knowledge-seekers who do not fit the cookie-cutter mould of the UK exam industry. We need to cater for the spectrum of intellect represented by children and students, rather than forcing them into uniformity and stamping out alternative expressions of intelligence and brightness.A lot of parents, students and educators alike feel dissatisfied with the current examination system used in this country. However, many of us fall silent on what we can do to change it. We frequently find ourselves asking – are there any viable alternatives? How to we even begin to change such an entrenched system? Change is vital to a healthy society, and right now, we desperately need it within our educational institutions. There are alternatives out there, but our government needs to be ready to actively facilitate change and integrate new assessment methods into the UK education system. 

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Studying is like exercising. When one exercises, the muscles in use grow stronger. Likewise, the process of searching through ones memory and retrieving the relevant information strengthens that memory pathwayfor future uses. This means that when newly qualified teachers, doctors, lawyers, or accountants come to retrieve information they need, it is – as a consequence of having been practised previously – now easier to access.

So, how can we best make use of this “practice effect” for memory? Research tells us that learning is particularly strong when students self-test. Rather than passively reading and remembering by rote, we want our students to study by forming appropriate questions, searching memory for relevant responses, and knitting this information together into an appropriate answer.

We think this third benefit of exams is the most exciting. Exams don’t just provide a targeted, fit-for-purpose opportunity for students to demonstrate what they know: they also have the power to enhance what students know.

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These tasks develop several important higher-order thinking skills, such as analysis and decision-making. However, they’re not alternatives to exams. They do different things. And this is exactly what we want: multiple, different tasks to maximise students’ opportunities to demonstrate what they know and can do.

We also want fit-for-purpose. Where breadth of knowledge is important, we want assessment tasks that target this breadth. We want our future doctors to know of the entire human body. We want our future teachers to know a full repertoire of teaching and learning approaches. Exams can help achieve this.

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Your child is gaining several simple skills each time she sits down to do work at home. All four will help her as she matures. Responsibility. — The homework assignment is your child’s responsibility (not yours). When students assume responsibility for their homework and complete an assignment, it is only then that they learn to be accountable for their actions. Time management. — Students complete their assignments or projects on time when they are organized. Turning the project in on time has it advantages because points are not deducted and your child won’t suffer consequences.Perseverance. – Homework teaches kids how to deal with adversity. Your child can take pride in finishing an assignment regardless of difficulties or problems.Self-esteem. — Completing homework in a timely manner will help your child develop trust and self-confidence. The inspiration to work harder on the next project occurs when kids feel good about their accomplishments. 9 How-to-Study TipsParents are team members on the homework front. You can create a positive atmosphere for your child by following these nine simple tips.• Organization is a must. Get your child organized by developing a schedule for homework assignments, projects, and tests. Post all homework assignments and projects on a wall calendar (or the refrigerator, as I did) for easy viewing. Share your email address with teachers in order to stay up-to-date on important assignments, special projects, and tests. Check your school’s website regularly for homework updates. Also frequently check your child’s backpack for handouts and messages from the school.• When your child does homework, you do homework. Show your child that the skills he is learning now are related to things you do later on as an adult. If your child is reading, you read too; if your child is doing math, balance your checkbook. In other words, work together in harmony and demonstrate as a parent how these new skills relate to adult duties and responsibilities.• When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.  As parents, we always strive to teach honesty, integrity, and good character. • When the teacher asks that you play a role in homework, do it. Cooperate with the teacher because it shows your child that the school and home are working jointly as a team, and follow the directions given by the teacher. Speak positively about your child’s school and never ever criticize the teacher or principal in front of the child.• If homework is meant to be done by your child alone, stay away. Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills.• Stay informed. Talk with your child’s teacher weekly. Make sure you know the purpose of homework and what your child’s class rules are. Additionally, a parent-teacher conference is an excellent time for important people in a student’s life to talk about how that student is doing in school, including conduct, grades, tests, and homework assignments. It’s an excellent opportunity for you to ask questions about the class or your child’s progress. • Watch your child for signs of failure and frustration. Let your child take a short break if he is having trouble keeping his mind on an assignment, and provide plenty of positive reinforcements daily. Also, encourage your child when a task has been completed wrongly. While reprimanding him may be your first response, think carefully before acting. You’ll likely get better results if you provide love and support as you firmly, yet gently correct the issue. • Reward progress in homework. If your child has been working hard or is successful in completing work, celebrate that success with a special event. Enjoy a pizza together, a walk, or a movie to reinforce positive effort.  • Pledge to spend quality time with your child.  Yes, as parents we’re faced with financial challenges, underemployment, busy schedules, and other issues that can threaten family time. However, regardless of what you face, remember to spend some quality time with your children each day and ensure that proper “home-learning” takes place.

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Your child is gaining several simple skills each time she sits down to do work at home. All four will help her as she matures. Responsibility. — The homework assignment is your child’s responsibility (not yours). When students assume responsibility for their homework and complete an assignment, it is only then that they learn to be accountable for their actions. Time management. — Students complete their assignments or projects on time when they are organized. Turning the project in on time has it advantages because points are not deducted and your child won’t suffer consequences.Perseverance. – Homework teaches kids how to deal with adversity. Your child can take pride in finishing an assignment regardless of difficulties or problems.Self-esteem. — Completing homework in a timely manner will help your child develop trust and self-confidence. The inspiration to work harder on the next project occurs when kids feel good about their accomplishments. 9 How-to-Study TipsParents are team members on the homework front. You can create a positive atmosphere for your child by following these nine simple tips.• Organization is a must. Get your child organized by developing a schedule for homework assignments, projects, and tests. Post all homework assignments and projects on a wall calendar (or the refrigerator, as I did) for easy viewing. Share your email address with teachers in order to stay up-to-date on important assignments, special projects, and tests. Check your school’s website regularly for homework updates. Also frequently check your child’s backpack for handouts and messages from the school.• When your child does homework, you do homework. Show your child that the skills he is learning now are related to things you do later on as an adult. If your child is reading, you read too; if your child is doing math, balance your checkbook. In other words, work together in harmony and demonstrate as a parent how these new skills relate to adult duties and responsibilities.• When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.  As parents, we always strive to teach honesty, integrity, and good character. • When the teacher asks that you play a role in homework, do it. Cooperate with the teacher because it shows your child that the school and home are working jointly as a team, and follow the directions given by the teacher. Speak positively about your child’s school and never ever criticize the teacher or principal in front of the child.• If homework is meant to be done by your child alone, stay away. Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills.• Stay informed. Talk with your child’s teacher weekly. Make sure you know the purpose of homework and what your child’s class rules are. Additionally, a parent-teacher conference is an excellent time for important people in a student’s life to talk about how that student is doing in school, including conduct, grades, tests, and homework assignments. It’s an excellent opportunity for you to ask questions about the class or your child’s progress. • Watch your child for signs of failure and frustration. Let your child take a short break if he is having trouble keeping his mind on an assignment, and provide plenty of positive reinforcements daily. Also, encourage your child when a task has been completed wrongly. While reprimanding him may be your first response, think carefully before acting. You’ll likely get better results if you provide love and support as you firmly, yet gently correct the issue. • Reward progress in homework. If your child has been working hard or is successful in completing work, celebrate that success with a special event. Enjoy a pizza together, a walk, or a movie to reinforce positive effort.  • Pledge to spend quality time with your child.  Yes, as parents we’re faced with financial challenges, underemployment, busy schedules, and other issues that can threaten family time. However, regardless of what you face, remember to spend some quality time with your children each day and ensure that proper “home-learning” takes place.

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When students were given the keyword that they’d written down while studying as a hint on the test, the students that had had pretests only did about 5% better.  However, this hint helped the non-pretest students quite a bit (improving their score from 15% to 30%). This result indicates that testing as part of the study process helps students get better at remembering mediators – the pretest group was already pretty good at remembering the keyword “wing”, so being given that word as a hint didn’t help much.  In fact, if the test explicitly asked the students to write down the keywords they’d come up with while studying, students in the pretest group were able to remember about 67% of their keywords, compared with only about 32% from the students that didn’t have any pretests.

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I think that school should have exams. If there were no exams, more than 90 per cent of students would lose their motivation to study. This is because they have no target to aim at. There is an old Chinese saying: 'Study during study time, play during play time.' But most of us lack discipline. Without exams, we may spend years in school for nothing. Also, school exams evaluate students' progress. You know how much knowledge you have acquired and which areas you need to improve in. In addition, exams help school officials separate elite and average students. Schools can provide enhancement courses for the gifted while organizing remedial classes for the weaker students. A school test is actually a 'rehearsal' for public exams. Remember, practice makes perfect. Schools should not abolish exams. But exams should not be the only way to assess students' academic standards. Schools should also consider things like students' performance in class, homework and subject-related activities.Exams make sure a student pays attention in class and understands a subject. They ensure students do not just copy work and hand it in simply to gain good marks. They also force us to revise and expand our knowledge of various aspects of life. They are good preparation for university exams. But exams should not be worth more than 25-30 per cent of the total marks. The rest should come from regular schoolwork, quizzes and projects during the academic year. This is a better way to assess a student's true abilities.

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If exams were abolished, who would have wanted to study? Maybe some people would but the force pushing them, motivating them to study will not be there anymore! If it was for the sake of getting a better job, you don’t even need to work very hard since most of the people would be too lazy to study and you could easily have a performance above average. If there were no exams, what is the use of having lessons? Many would have not bothered to remember what was taught in those lessons. Exams can force students to improve their memory and remember what they learn and apply in real life situations.