Written By: Gui Yu Xin 3/7
More often than not, a straight-A student is viewed as the brightest and of having the greatest potential. However, can we really just depend on the students’ grades to measure their ability? I strongly believe that examinations are not accurate in measuring a student’s ability because his or her performance may not be his or her usual standard due to test anxiety. Also, examinations do not assess abilities in talents and soft skills. Furthermore, some students may do well on paper but have no real understanding of the content tested as they just simply memorised the content.
Many students experience stress or anxiety before an examination. Sometimes, this distress, also known as test anxiety, becomes so excessive that it actually interferes with the students’ performance in an examination. These students are so nervous that they blank out and become unable to answer even the easiest questions. No matter how hardworking they were, paying attention in class, taking detailed notes, reading every chapter, or even going the extra mile to attend extra study sessions after class, they would still lose marks due to their carelessness from panicking. Even though a student has grasped the concepts of the materials well, his test anxiety could still cause him to be unable to perform well, therefore, making examinations an inaccurate measure of a student’s ability.
Abilities can range from sports to soft skills. Most of the time, these are considered unimportant and are not tested in examinations. Some students do not have quickness in understanding certain material and an ability to apply knowledge and skills at a high level. However, they are able to excel in non-academic areas that examinations do not assess. For example, a student who failed his Mathematics examination can still be an Olympics gold medallist in the future. Even those who do well in examinations can lack leadership skills or the ability to ask difficult questions and solve them. Some of them might lack presentation or communication skills too, and they are often viewed as a well-performing student only because they were able to do well in examinations. Hence, even though a student excels in examinations, he may not have abilities in non-academic areas and vice versa.
Examinations only test and assess the ability to recall facts. A majority of students regurgitate facts they spent hours memorising and do not actually understand any of the concepts. This causes students to only focus on specific examination questions rather than the topic as a whole. Studies have found that in recent years, students believe that achieving good grades is more important than a firm understanding of the material. Students only study the information that will be tested and disregard any other information as unimportant. If a student cannot apply the material learned, then this particular student does not have ability in that subject since he does not understand the content in reality. Hence, examinations cannot be true indicators of a student’s ability if only his memory power is all that is being tested.
To conclude, examinations do not measure a student’s ability. A student’s non-academic ability and test anxiety should not be easily overlooked. Moreover, doing well in examinations just by memory work without actual understanding does not simply mean that they have a flair for those subjects. Perhaps, schools can incorporate performance-based assessments into examinations as an additional measure of testing a student’s understanding.
