Are Exams a Relevant Form of Assessment in the Education System?

A standardized test is an examination that is scored in a prearranged manner; there are two main standard tests, aptitude and achievement tests (Ascd). Aptitude tests predict how well students are likely to perform in an educational setting, and achievement tests are what the school board looks at to base schools’ success (Ascd). As these tests become more difficult and the number of test continue to increase, so does test anxiety and it’s many factors (Gotter). Stressing and worrying over performance on a test, affects students from kindergarten all the way up to PhD students (Gotter). Several components occur when testing situations are at play, such as experiencing intense fear, nervousness, and sometimes even bordering terror (Zuriff p.198). Those who have this setback sometimes consider themselves as “bad test-takers.” There are three causes for them to panic when testing

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".

Suppressing a person’s intellectual abilities by throwing a test at them and telling them to pass it does not justify as being a way to distinguish who is well-educated and who is not. A person’s ability to think effectively, think rationally about certain situations, the ability to search for alternatives and lastly, the ability to think inductively and/or deductively are attributes that determines if a person is

The majority of individuals will be having Nervous Breakdown through exams particularly students since they are anxious about the possibility that that they will come up short in their exams. There are numerous approaches to maintain a strategic distance from Nervous Breakdown through exams, for example, early arrangement, compose a study timetable, learning technique, and positive considering. In my life, I generally get Nervous Breakdown through exams and I honed the above techniques to beat this issue.

Similarly, many teachers, statewide, feel that these exams that no significant value towards a student’s overall intelligence. According to a survey by both the Bill and Melinda Gates Foundation and Scholastic, of more than ten-thousand public school teachers, this report has found that teachers

This text proposes to display the results of a study that was conducted by selecting a random sampling of students. Information was gathered and scored about their study habits and their anxiety levels at exam time. The goal was to determine whether or not there was a significant level of correlation between the numbers of hours that students studied in relation to the level of anxiety that the students experienced at exam time. As researchers the aim was to disprove the null hypothesis that states there is no correlation between the two variables and to prove the alternate hypothesis that states that the anxiety at exam time is directly

Competition is everywhere, whether it be survival among animals, winning a sports match, or getting admitted into the most prestigious university. Standardized test scores allow one individual to distinguish themself from another. In addition to serving as a benchmark of where one stands academically, many believe that these assessments can improve public education. Although standardized testing can benefit public education by minimizing the amounts of cheating and providing statistics on how individuals compare among each other, such assessments are flawed and ineffective since they are not as consistent as they claim, do not accurately measure one’s intelligence and capability, and do not intend to improve one’s ability.

College admission exams don't show the overall aspect of a person’s talent and is detrimental to society if having wealth effects these scores. Henceforth, these standardized tests should either be made optional by colleges or be revamped to give all students ways of advantages such as including dictionaries, the web, and no time limits. If "standardizing" these tests fail to provide an indication of success, opening up to a variety of ways to display the intelligence students do possess should provide enough information for colleges to grant their admissions and that they are indeed intelligent in an

The issue of whether students should take standardized tests in order to get selected by top tier colleges has been a heated debate for quite some time now. In this essay, I will be examining whether standardized testing is a fair assessment of one's overall knowledge or achievement in one's educational career, and whether it has grounds to determine whether a person is qualified for higher educational opportunities. The SAT and ACT are two of the most known standardized tests which are used to measure and assess how well a student will do in his or her college life, however, these tests do not seem to be good determinants for one's academic intelligence and actually deter students from proper learning in the classroom by promoting a narrow

To begin with, test can cause stress for students. For example students in certain level must pass the test in order to go on to the next level. This means that if the student don’t complete the level they are on they will

In the article titled, “Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE” by Jeremy P. Jamieson, explores the physiological effects of challenge arousal during taking a test such as the GRE. The main purpose of this research is to show that reappraising the anxiety of taking a test can improve academic performance on the exam. On the other hand, being nervous and having anxiety can ruin your performance of the exam.

Test anxiety is a very common trait that occurs in many people. You have spent weeks studying for the examination, covered every single topic and read every single material having to deal with the upcoming exam. You walk into the classroom, sit down, and retrieve all your materials that you need. The instructor hands out your exam and gives everyone the confirmation to begin. You open up the exam and start reading the first question, hoping to be familiar with the subject. As you read question after question, you realize that you can't recall the answers to anything that you have just read. According to Salend (2011), this is the time that "you start to panic, your chest gets tight, you get sweaty, you start feeling overwhelmed" (p. 58). Many students suffer from this type of anxiety when it comes to taking examinations that can hinder their performance and well being. Proper studying and adequate preparation can help students overcome test anxiety and help improve their performance. Employing

Tet anxiety is a very common thing among American students, especially for those whore are in higher education. This type of anxiety causes psychological tension that students experience before taking test. In the moment of test anxiety students have a strong feelings of failure that is followed by panic and stress pressure. Apparently many studies have showed that test anxiety often causes students to perform worse on the exam. "Test anxiety: Why it is increasing and 3 ways to curb it" by Valerie Strauss and " Anxiety, Self-Efficacy, and College Exam Grades" by Jennifer Barrows, Samantha Dunn, Carrie A. Lloyd are popular and scholarly articles that discuss test anxiety in US higher education and how it disadvantages students.

The purpose of this speech is to explain how exams fail to fulfil their purpose of indicating ability. Examinations, by definition, are ‘a formal test of a person’s knowledge or proficiency in a subject or skill’. However, this definition itself is flawed; a student’s ability to pass a test is a shallow assessment of their proficiency in the career they choose to pursue. This brings me to my primary question: Do examinations really provide as an adequate indication of ability?