Examinations are limited in measuring true intelligence and knowledge. While exams provide an objective assessment, they primarily test memory and the ability to solve similar problems, not analysis, creativity, or real understanding. However, exams also provide benchmarks for students and teachers to evaluate ability and guide further improvement. Overall, while exams have flaws, a more consistent alternative has not been identified to assess students' general knowledge in their field of study.
Examinations are limited in measuring true intelligence and knowledge. While exams provide an objective assessment, they primarily test memory and the ability to solve similar problems, not analysis, creativity, or real understanding. However, exams also provide benchmarks for students and teachers to evaluate ability and guide further improvement. Overall, while exams have flaws, a more consistent alternative has not been identified to assess students' general knowledge in their field of study.
Examinations are limited in measuring true intelligence and knowledge. While exams provide an objective assessment, they primarily test memory and the ability to solve similar problems, not analysis, creativity, or real understanding. However, exams also provide benchmarks for students and teachers to evaluate ability and guide further improvement. Overall, while exams have flaws, a more consistent alternative has not been identified to assess students' general knowledge in their field of study.
The importance of examination has been up for discussion since its
introduction as the predominant way of assessment. It is essential that we should assess the self-improvement of our knowledge, but it is questioned whether examination should be abolished or not, as it is widely considered a waste of time. On the first hand, simply stated, measuring intelligence through examination is, inevitably, as limited as the examination itself. Whilst it might prove a reasonable sieve – perhaps even the best we can provide – it will not identify many of those we instinctively know to be intelligent. The education system has this set pattern of exams partly due to the need to keep the entrance tests as objective as possible. It, therefore, removes any room for subjective judgment. When students solve a number of problems every day, it is obvious that they’ll get similarly patterned questions in their main examination as well. Subsequently, they will crack the tests by the virtue of his habit, and not by their intellect or knowledge. Examinations do not show if someone has truly acquired certain knowledge. The microscopic and responsive nature of examining does not reflect how we use intelligence and knowledge in the real world. Exams test memory more than analysis, creativity, or real understanding. On the other hand, it serves as a benchmark of your ability and standing so that you know how much you need to improve. With proper guidance, students and teachers can both gain huge benefit from the system. The common goal is to excel during the examination, as this will give a sense of direction for both parties. Moreover, students are more focused in their studies, making teaching easier for educators in this examination-oriented system. Additionally, Not only do students give the sensation of a competition to itself, but also a competition with other people, as it is mandatory for our confidence to be self-satisfied with our accomplishments. In conclusion, the format of the current examination is a method for objective assessment, evaluating the potential of candidates and their level of general knowledge of the respective domain of studying. Try as I may, I am not able to identify a more consistent and systematic structure than the one commonly used.