Are examinations a fair test of our knowledge?
That there must be some measurement or ‘yardstick’ when judging proficiency is universally greed. The fact that an individual thinks that he had mastered a certain subject or craft is not in itself enough. There must be some outside impersonal test so that other people like school masters or prospective employers can know too. Hence, examinations of all kinds are a traditional part of educational policy in both the East and the West from the age of eleven or twelve, when selection is made from primary to secondary education, right up to Ordinary Level Certificate Examinations and on to advanced degree course, examinations are set and must be taken in specific subjects and periods or work. Not only are examinations given in theoretical subjects as well. The Royal Society of Arts and the “City and Guilds”, are two examining bodies in Great Britain which concentrate almost entirely on technical subjects such as carpentry and mechanics.
Great care is always given by educational establishments to the preparation for examinations. The required with suitable text-books is always covered and “mock” examination and revision are extensively given. The quality of the teaching is generally high. This is important, because all learning, particularly for examinations is two way combinations of the efforts of both the teacher and the pupil. The pupil must, of course, do the necessary work and committing to memory and if he had done so, then he should be able to pass the examination for which he and his teacher have been working.
Examining bodies are fair. They are not the natural enemies of the candidate and are not out either to “trap” or “trick” them. Hence, in such subjects as geography or history, a very wide choice of topics is almost invariably given. This, of course, is a considerable help to the candidate because out of such a choice, there are almost certain to be several questions that he can answer really well.
Facts speak for themselves and it is true, in both the East and the West that the majority of candidates do pass the examinations for which they have entered. Successful people do not criticize the system. it is the failures who do and who say that examinations are not a fair test of knowledge. The truth is that the failures have not done a sufficient amount of work and even then, it must be remembered are always given a second chance!
The real criticism may be that examinations take no account of the human factor.
It is human beings who take them and therefore, human failings and limitations are bound to enter into any assessment of the problem.
There is first of all, the very nervous student who may well have learnt the work, attended all the classes and used his brain. Indeed, he may have a very bright brain, capable of original thought as well as of dedication to learning. And yet despite all this, if in the examination room, he really is frightened and “overcome” with nerves, then facts and opinions may well leave his head entirely. His mind will be a blank in extreme cases. For such people, the examination would not be a fair test, but fortunately such people are rare!
Equally human illnesses must be taken into account. A headache, a common cold, minor in themselves can upset a candidate’s entire equilibrium. An ‘upset’ at home, a quarrel with a boy or girl friend — all these things can “put a candidate off” and on the examination day contribute to his not doing his best. The fact that some examinations are given when the children are too young and before their mind is fully developed, mature and retentive is another argument against their fairness. This applies particularly to the ones taken between the ages of eleven and fourteen the results of which, educationally, decide the child’s future.
Some educational authorities, realizing the possible unfairness of selection at so early an age have devised an alternative which could apply to other types of examinations as well. The alternative is an assessment by teachers and tutors of semester work and general capabilities. Both of these are open to abuse. Semester work can be copied from books and teachers and tutors can allow personal likes and dislikes to influence their judgment. A really good alternative to examinations has not yet been found, but our present system despite its minor faults is fair and has the approval of wise educational bodies throughout the world
