Are exams a fair means of assessment?

Testing today can be anything from a mere bureaucratic hurdle to a nerve-racking, future-determining experience for students. But for the past couple of decades there has been a growth of continuous assessment as part of the examining framework. Nowadays much of a student’s overall grades may be based on their performance in projects, essays and other assignments carried out throughout the academic year. What methods can assess students’ proficiency better and this way improve educational outcomes?

Which of the following statements are advantages of formal exams? Continuous assessment?

Which do you consider to be their downsides?

Think of other arguments for and against formal exams and continuous assessment.

Ø Both teachers and students are provided with ongoing feedback about students’ progress.

Ø There is a possible increase in both teacher and learner workload (for teachers - extensive record keeping and monitoring of individual learners are required).

Ø It can make stress levels get out of hand, which can stop students from performing their best. Its results can be affected by numerous random factors like unfamiliar surroundings, illness or some distractions. So it tests self-confidence or self-possession under pressure, rather than pure academic achievement.

Ø It is not an accurate reflection of the learner’s abilities because plagiarism has reached epidemic proportions with the advent of the internet.

Ø It tests theoretical knowledge and the rote memory of students.

Ø As it is marked anonymously, it provides some assurance against conscious or unconscious bias and prejudice on the part of a student's tutor or supervisor.

(b) Read the following texts describing the university admission systems that exist in Russia, the U.S. and the UK. What are the advantages and disadvantages of such standardized tests?

Unified State Examination

Traditionally, in Russia universities and institutes conducted their own admission tests almost regardless of the applicants' school record. In 2003 the Ministry of Education launched the Unified state examination (USE) programme. The set of standardized tests for school-leavers, issued uniformly throughout the country was supposed to replace entrance exams to state universities.

Initially, the reformers reasoned, the USE will empower talented school-leavers from remote locations to compete for admissions at the country’s leading universities – located mainly in Moscow and St. Petersburg – on more equal and transparent terms, at the same time eliminating admission-related bribery.

However, the first few years after the exam’s introduction revealed a number of serious problems, the main one being mistrust of the integrity and transparency of the USE system. Unfortunately, the corruption pervasive in Russian society has left its mark on education, too. As a result, the media and – even more so – social networks are full of scandals about buying grades, leaking exams ahead of time, manipulating lists of university applicants, and so on.

Many university heads, notably Moscow State University rector Viktor Sadovnichiy, resisted the novelty, arguing that their schools cannot survive without charging the applicants with their own entrance hurdles. Nevertheless, in 2009 the USE became mandatory for the students and the universities.

Apart from accusations of insufficient transparency and corruption, the problem with the USE is that its existing model often fails to assess the applicant’s critical thinking skills, creativity, independent thinking, etc.

Moreover, the focus on standardized testing encourages teachers to equip students with a narrow set of skills that enhance test performance without actually fostering a deeper understanding of subject matter or key principles. The result is what is called “teaching to the test”, depriving students of the opportunity to study the most important and difficult subjects in the last year of school.

 

Scholastic Assessment Test

The SAT (Scholastic Assessment Test) is a standardized test for most college admissions in the US. The test does not mirror high school curriculum and it is intended to assess a student's readiness for college. The SAT measures literacy and writing skills that are needed for academic success in college. However, the test is administered under a tight time limit and this can cause brilliant students that are slow test takers to receive only average scores.

For decades many critics have accused designers of the verbal SAT of cultural bias toward the white and wealthy (for example, the choice of the correct answer for some questions was thought to require students' familiarity with regatta and rowing, a sport popular with the wealthy).

But test results in the US are not the only criterion for admission. These include a competitive evaluation of students’ written applications and interviews. In order to increase the transparency of the admissions process, evaluations of applications and especially interviews are conducted not only by professors but also by representatives of alumni associations and the employers of alumni (stakeholders). Obviously, this system allows admission boards to assess each applicant’s personal qualities and potential in greater depth.

 

A-levels

The A-level, or “Advanced Level” is a grade of education that is offered by schools and colleges and is an accepted form of qualification in the UK and some other countries. A-levels are usually taken after successful completion of a previous level of course, such as GCSE s (General Certificate of Secondary Education).

The majority of students enrol onto an A-level course at the age of 16-18 as a prequel to application to a university. This is due to the high standard of entries to each university, meaning the institution requires a certain academic grade and subject of A-level in order for them to offer a student a place.

UK universities typically require students to pass three subjects at A-level, but you should check the entry requirements of the universities that you are considering. More and more students are taking five A-levels in order to have a broader range of top marks.

A-levels are generally a two-year course. They are assessed by a mixture of practical coursework and exams in both years. A-level coursework and exam results are graded on a scale from A* to E.

Within Great Britain A-level results have enjoyed a steady incline for the past quarter of a century, with results rising each year for the past twenty-five years in a row. 2007 saw a pass rate (a grade between A-E) of 97.5%. This caused a stir amongst educational bodies, prompting for harder exams or harder criteria in order to sort the best students worthy of a place at a top UK institution. Due to this many universities are introducing their own examination procedures including aptitude tests. It is decisions like this that put the future of A-levels into some serious doubt.

Some experts claim that the rise in grades is actually a drop in standards with students being given higher grades than they have actually earned.

Another point of criticism is that students are being ‘groomed’ for exams. By this they mean that students are being taught how to sit exams, not the actual subjects.

As previous years exam papers are freely given out as examples for practise many believe that students are being given an unfair advantage, as the questions are very likely to reoccur.

Yet another reason given for the continued rise in grades in the UK is the selection choices of the students with more ‘soft’ subjects being taken resulting in higher numbers of passes and high grades.

It is clear that grading and study of A-levels has by no means reached a ‘perfect’ equilibrium and it is likely that more reforms coming will be both hailed and dismissed by critics and advocates alike.

 

An Academic Course Description

21. (a) Read this extract from an Oxford University’s web page [12]. What skills do students master while taking this course?