Post on 04-Feb-2023
Are the exams effective in making students actually
learn and is there a generational difference in views
on this issue?
Name: Oli Ullah Chowdhury
ID-
1220357030
ENG105
Section-16
Submitted to Shafqat Chaudhuri (ShC)
Submitted on 24th
August 2014
Acknowledgements
I would like to thank my teacher Mr. Shafqat Chaudhuri who
encouraged me and allowed me to do my research on “Generational
differences in views about whether exams are effective in making
students actually learn”. Without his support, it would have been
impossible for me to complete my research. I would also like to
thank those who took time out of their busy lives and completed
my questionnaires. I would also like to thank my friends and my
family, who supported me in doing the research. And in the end, I
would like to thank the almighty Allah, without whom, none of
this would have been possible at all.
Abstract
The topic of my research is to find out the effectiveness of
exams and how the generations think about its effectiveness. My
proposed research is “Is there any generational difference in
views about whether exams are effective in making students
actually learn?” I need to find out the difference in views
between both the younger generation and older generation. I
divided both the generation based on their age. The younger
people whose age starts from 16-35 falls in the younger
generation and the older people whose age starts from 35 and
above are the older generation. My hypothesis was to find out
whether there is any generational difference in views about the
effectiveness of exams. In order to find it out, I have conducted
both the primary research and secondary research. My primary
research was based on the two samples of the generation and their
response on the survey questionnaire. The secondary research was
based on the information that were collected through online
articles and journals. After conducting both the research I have
drawn a conclusion which is there is no such difference in views
about whether exams are effective in making students actually
learn. Both the generation agreed on the fact that exams are
still quite effective sorts of assessment and students can
effectively show their talent through it. Although they both
agreed on the fact that exams create pressures on students, those
pressures can easily be sorted out. They also agreed on the fact
that case related question should be best format of the questions
that are needed to be designed. Finally, both the generation
agreed that exams are an effective tool of evaluating students
but some sorts of adjustments or modifications for example,
bringing some changes or innovations and changing the formats of
the questions will help exams to be a better evaluation system
than before. So, I can conclude on the fact that my hypothesis
was not confirmed and there is no such difference in views
between the younger and older generation about whether exams are
effective in making students actually learn.
Table of Content
Introduction
Background
Areas of research
Hypothesis
Methodology
Data presentation analysis
Summary of the research findings
Conclusion
Reference
01
02-04
05-08
09
10
11
12-31
32-34
35
36
01
Introduction
Historically, Exams are the most popular sorts of assessment that
has been practiced throughout the world. Basically, Exams refer
to an assessment intended to measure a test taker’s knowledge,
skill, aptitude, physical fitness, or classifications in many
other topics. Exams are basically administered on a paper or on a
computer or in a confined area that requires the test taker to
perform certain sorts of physical skills. In modern days, exams
are the integral part of human life. It implies the real quality
of a test taker and defines whether he/she is appropriate for the
certain type of position. To reach at a certain stage, students
need to go through a lot of exams and have to do well in order to
differentiate themselves from others. A lot of value is given to
exams in a student life and it is treated like one of the most
important thing in his life. People usually judge students by
their ability to perform certain tasks but in order to master in
those tasks, the candidate needs to go through a particular sort
of assessment. The most common sort of assessment for judging
students is exams. But most of the students don’t prefer to
attend this type of assessment particularly exams. Some of them
may have some idle reason not to attend those but the others are
also having a doubt about whether exams are truly helping the
out. Exams can be both open book and closed book. Open book exams
are basically a sort of assessment where the test taker is given
the chance to take a look from the book but in a closed book
exam, it is not permitted.
02
Since ancient times, China had the written imperial exams where
the candidates were judged to carry out the responsibilities of
the state. There is no clear evidence about when was the exam
actually discovered. It has been said that the exams came from
ancient Greeks or china but there is no strong evidence for
supporting the argument. But it has been said that Henry A.
Fishel was the person who invented exams as a sorts of
assessment. He was a professor at Indiana University teaching
eastern languages and cultures. Since the exams have been
invented, it has been practicing widely for assessing a student
certain skills.
Exams do affect the students psychologically which can create a
lot of problems in their life. But according to the website of
ekennedy, Malathi and damodaran stated “A student under optimal
stress does bring out his or her best, however extremes of stress
can result in stress induced disorders and deteriorating
performance.” A student can control some certain amount of
pressures but too much of it can be harmful for them. Besides,
exams may cause them suffering from fever or any other common
diseases which will interrupt their studies. But stresses and
other physical effects will not last longer and minimized if a
student feels he can easily bear those.
There are generally two types of exams that have been practiced
widely. They are general exams and standardized exams. General
exams are basically those types of exams that are taken
occasionally and they don’t have any major influence on a student
life as they face it frequently.
03
On the other hand, Standardized exams are a test that is
administered and scored in a consistent, or "standard", manner.
Standardized tests are designed in such a way that the questions,
conditions for administering, scoring procedures, and
interpretations are consistent and are administered and scored in
a predetermined, standard manner. Standardized exams occur in
some specific dates and it plays a major role in students a life
as it provides certificates.
General exams are taken on a frequent basis and help them to
facilitate their further studies. It has been practiced over the
years and most of the schools, colleges and universities are also
conducts this sorts of exams. But the effectiveness of these
types of exams are in a mark to question and most of the students
do not prefer this sorts of assessment. Although there are a lot
of arguments and counter arguments about the effectiveness of
exams to make students learn, the role of both the general and
the standardized exams is very crucial to a student’s life.
04
Background
From the beginning of the world, Humans suffered from lack of
differentiated methods. It was then hard to find out who has some
certain skills by which he can be differentiated from others.
Since then a common sort of assessment is needed to exactly find
out the skills that lies within human beings. As a part of human
assessment exams was invented as a method of finding out the
human’s hidden skills and thus it could differentiate between the
people. From the early days, exams have been practiced by many of
the schools, colleges and higher educational institutions.
According to an article published on a blog (2009, July13)
“examinations are student’s motivation to learn more. They compel
us to solidify what we have learned, study further and practice
skills. Thank to them, we have to revise old lessons till obtain
all important issues. Thank to them, we have to investigate all
possible questions and unconsciously absorb new knowledge.”
Among the two types of exams that has been practiced, general
exams are the most frequent type and it also plays a significant
role in students life. From the very early days of schools, a
student has to face the fear of exams. They are given a special
care when they are facing school exams and their parents are also
remaining very conscious about it. Generally in Bangladesh, most
of the government or non-government schools take exams in three
times( the first term, Second term and final exams). It is no
longer limited to Bangladesh but practiced throughout east and
perhaps around the whole world. In the west, they also practiced
exams regularly to get the students in to
05
a track where they can remain busy with gaining knowledge.
According to Mathew,(2012, september19) “The situation before
1945 was different, but for two decades or so after that date
most working-class pupils were prevented from sitting public
exams. Denied access not only to fee-paying schools but also to
the grammar schools Labour had established, they could not take
the O-Level courses (established in 1951 to replace the previous
system of School Certificates) initially only taught there. A
situation in which perhaps 80% of each cohort of school students
left without taking exams seems extraordinary in our age of over-
testing and intensified credentialism.”
Then in order to pass the school and get promotion into college,
a student has to pass the standardized exams. In Bangladesh, for
the students of Bengali mediums, there is a standardized exam
calls secondary school certificate and for the English medium
students, there is another standardized exam called O-levels. O-
levels is also practiced in the western countries as it is
derived from there to Bangladesh. After passing those exams,
students are promoted to college for the higher secondary
education. In these level, Bengali medium students need to pass
the Higher Secondary Certificate and the English medium students
need to pass the A-levels. Then they are capable of getting
admission in the universities for higher education.
Throughout the life of a student, he is regularly facing the
distress of education as in order to get educated they need to
pass those exams. In the university life, the students also face
the exams regularly. Students need to pass the exams in order to
get them in the position they want.
06
According to Varshney, A.(n.d.) “ An ability to pass an
examination a valuable quality. It shows the student able to
express his thought and is indeed ideas to a manner others can
understand. It also shows the student has acquired certain amount
of knowledge in some branches of study.”
Exams are required for students to get things properly learn and
make them educated to live this challenging world. Education
plays a significant role in human life which helps them to be a
better human being, to survive in this challenging world, to help
them protected from certain possible threats and finally live a
wonderful life. In order to be properly educated, exams are
important because without the passing the exams of different
levels of education life, none can be called an educated person.
According to Murchie, M. and Wong, A. (2010, june09) “While exams
are certainly effective at forcing students to cram large amounts
of information into their heads, it is far more important that
students learn to do research, work in a team and think for
themselves”. Examinations are therefore an integral part of
students’ academic and personal life.
Although we see how significant exams are in a student’s life,
there are a lot of arguments about the proper effectiveness of
exams. In our regular life, we have to encounter a lot of
examinations and to pass them all, we need to study hard. But
are these types of studies really help students to be properly
educated. Former head of OCR Greg Watson described “they are
ineffective at helping students to learn and instead are geared
towards creating “exam factories”.(as cited by Sandhu, S. 2004,
January 28). Exams are, unfortunately, looked at as an end-all
solution to measuring knowledge. There is no singularly perfect
way to measure one's intellect and working knowledge on any
given subject on a broad scale, similar to how there is no
singularly perfect
07
approach to teaching an entire year of students. This one-size-
fits-all attitude employed by these institutions fails both in
their original intent and their students as it rarely ever
accounts for the fact that students, like most of us, are
actually living individuals with needs, desires, and thoughts.
In addition, today most of the students are not eager for sitting
in the exam hall because they are also realizing the fact it is
depriving them from the actual value of education. The students
are nowadays concerned about the fact are the exams really
helping them out to live the regular life. Much of this
argumentation supports the repeal of exams but do the scholars of
our world any proper answer to that question. Perhaps, they can
say it is the best form of assessment that has been ever
discovered by human being. There is good statement from
Zoughii(n.d.) “Exams also test students´ memory. It is a sad fact
that knowledge required to pass the exam is theoretical, and
sometimes useless. They are taught to think in the wrong way,
because we are surrounded by open-ended problems in real life.”
08
Areas of
Research
My research sample included two groups- the middle age group (who
are more than 35 years old) and the young age group. My research
tried to answer the following questions:
What are exams and how do they work?
What is the general view of people about exams?
How exams are treated among the parents?
What types of assessment exams are done to evaluate the
students?
Are the exams really effective in terms of learning?
What is true learning?
Do the exams assess all the relevant knowledge of a person?
What is the importance of exams in a student’s life?
Does the result generally indicate the actual evaluation?
Do the exams create more pressure on student’s shoulder?
What are the possible reasons about general people’s views?
Is there any difference between the views of the older and
younger generations?
If there is a difference, how wide is the gap, and what are
reasons for it existence?
09
Hypothesis
The effectiveness of exams needed to be justified soon to make
the students better educated and to build them for their better
future. By conducting the research, I expect to find that exams
are no longer the best for assessing students properly and there
are other possible ways to evaluate the students. Since the new
methods of studies and assessment have been introduced, the
position of exams seems quite shaky. I expect the younger
generation will not stick to exams, but they will change this
method of assessment.
On the other hand, the older generation, from my perception, will
attach to exams as they are quite familiar with it and they are
both personally and professionally realizing its effectiveness.
Since they have spent their whole life following this old method
of assessment, supporting the exams from them may not be a big
wonder. But, I believe they will also recommend some sorts of
adjustments that are needed to better understand the depth of
real education. So, I believe there may be a significant
difference between the two generations about the view of the
effectiveness of exams. But, the difference may not too wide to
make people astonished. There will be a slight difference in this
view between the young and middle aged people.
10
Methodology
In order to conduct my surveys, I need to collect information
from various soruces including both primary and secondary
sources. From both of the sources I collected information and
then based on that I draw a conclusion.
For my primary research I conducted surveys among people of
different ages who are quite familiar with the term exam. I
divided my samples into two groups: the first one is the young
generation and then the second is the old aged people. For
conducting the survey, I designed a structured survey
questionnaire with a number of questions to obtain useful data
which in turn helped answering the research questions. My survey
was based on 30 respondents. Among those 15 were the young
people whose ages were below 25 and the rest of the 15 were the
middle or older generations whose ages were above 35. By
analyzing their answer to the survey questions, interpretations
were made accordingly.
For my secondary research, I primarily collected information
from various sources of the internet and made use of search
engines like Google. I also went through online encyclopedias.
Information gathered from these sources helped me better
understand the concepts behind the research subject. By analyzing
what different scholars or authors have written on the
effectiveness exams, I was able to interpret the importance of
justifying the effectiveness of exams in this changing world.
This, in turn, helped me relate to the fact that how the
difference of the views of generation exist about the
effectiveness of exams and how close their point of views are.
11
Data Presentation
Analysis
For my primary source, I designed a structured questionnaire and
the survey consisted of 30 respondents. The questionnaire
contained a total of 13 questions. The respondents had a total of
4 options to answer each question. All of the answers to the 13
questions are analyzed below.
Q1. what do you think about exams?
Description: The chart below shows the responses, represented in
percentages, to the question mentioned above. The X-axis shows
the four different responses to the question. The Y-axis
represents the percentage of respondents. The chart shows both
the percentage for young generation and old generation. Among the
younger generation 66.67% shows exams are good, but not enough
for finding the hidden skills. In addition, 20% of the young
generation said exams are not effective way to increase
efficiency of human skills and 6.67% said exams are the most
effective sort of assessment. On the other hand, among the older
generation 33.33% feel that exam are the most effective sort of
assessment and 66.67% feel that exams are good, but not enough
for finding the hidden skills.
12
020406080
Younger generationolder generation
Analysis: So far we know that exams are the best sort of
assessment and a lot of older generation believes that exams are
the most effective. Older generations are more attached to exams
than the younger generation and they think the situation that
they have passed will be a better option for their children as
well. On the other hand, the younger generation realized exams
can no longer be the most effective method because new and modern
way of assessment have been discovered and those are also very
effective to assess students. But, they may dislike exams as it
requires more efforts than anything else.
Q2. Do you think exams give stress to students?
12
Description: The chart shows the responses to the question stated
above. The X-axis shows the four different
responses to the question by the respondents. The Y-axis
represents the percentage of respondents for both Younger and
older generation. Among the 13.33% think that exams puts a lot of
pressures on mind nad 66.67% think that it is a bit irritating
for students. Besides, 20% think that the stress of exams can be
controlled. On the other hand, 46.67% think that exams put a lot
of pressures and 20% think that it is a bit irritating for
students. 13.33% think that exams put a lot of pressures on mind
and none of them think that exams do not have any effect.
020406080
Younger generationOlder generation
13
Analysis: Exams are quite stressful and leave an effect on
student mind. Sometimes, students feel irritated by this as well.
But as far as other stresses, it is quite normal. As the students
are facing, they think that it creates pressures and irritates
them because there is a chance to fail or not to do well in the
exams. But for the older generation, it is not quite a concern as
they are familiar with this and they have
come out this situation. For this reason, majority of the older
generation think that it is quite irritating. And majority of the
younger generation think that it puts a lot of pressures on mind
as they are disturbed facing the exams in a regular basis.
Q3. Which format of exams is best according to you?
Description: The chart shows the responses to the question stated
above. The X-axis shows the four different responses to the
question by the respondents. The Y-axis represents the percentage
of respondents for both Younger and older generation. Among the
the younger generation 46.67% think that case related question
are the best format for exams whereas 86.67% of the older
generation think that as well. However, 33.33% of the young
generation think that multiple questions are the best format for
exams whereas 13.33% of the older generation think that open book
exams are the best format. Open book exams are best format for
6.67% young generation and short question are best for 13.33% of
the younger generation.
14
Multiple Questions
Short questions
Open book exams
Case related
questions
0102030405060708090
100
Younger generationOlder generation
Analysis: The interpretation of the above chart is that more of
the younger generations are realizing that solving cases can help
them better understands the topics so does the older generation
feel. Case related questions are more helpful because it enables
students to learn practical and understand the topics in depth.
Most of the instructors are also realizing this fact. Besides,
students prefer to multiple questions as it is easier to earn
marks in those and they don’t need to learn a lot things. Open
book exams also help students not to learn lot of things but to
earn easy marks. In addition, students also prefer short
questions as they think they can write a little if they don’t
study anything.
15
Q4. Which areas or skills do the exams have difficulty in
assessing?
Description: The chart shows the responses to the question stated
above. The X-axis shows the four different responses to the
question by the respondents. The Y-axis represents the percentage
of respondents for both Younger and older generation. Among the
young generation 33.33% think that exams have difficulties in
assessing communication skills whereas 86.67% of the older
generation thinks that as well. 26.67% of the young generation
think that exams have difficulties in assessing multi-tasking
skills whereas 6.67% of the older generation think that as well.
26.67% of the young generation think that creative skills whereas
6.67% of the older generation think that so. 13.33% of the
younger generation think that exams have difficulties in
assessing the corporate skills and none of the older generation
think about that.
16
0
20
40
60
80
100
Younger generationolder generation
Analysis: The interpretation of the above chart is that majority
of the younger generation think communication skills are most
difficult to assess so does the older generation. Since exams are
basically handwritten and the examinee does not need to talk with
anyone, communication skills are not judged. Besides, exams do
have some problems in multitasking as well since it is attended
by one person and he is judged by only his performance. Further,
a lot of respondents also think that exams have problems in
assessing creative skills because most of the exams are formatted
with short or broad questions and required to answer properly. So
there is in no way to judge creative skills though nowadays
instructors give questions that require creativity to answer. And
less respondents think that exams can’t assess corporate skills
because the materials that covered in the exams are mostly
outdated and not related with practical stuffs.
17
Q5. What type of topic is covered in the exams?
Description: The chart shows the responses to the question stated
above. The X-axis shows the four different responses to the
question by the respondents. The Y-axis represents the percentage
of respondents for both Younger and older generation. Among the
younger generation, 80% of them think that exams cover only the
important topics of the course whereas 73.33% of the older
generations think that as well. On the other hand, 20% of the
younger generations think that exams cover those topics those
topics that the teacher is very familiar with whereas none of the
older generation think so. 13.33% of the younger generations
think that exams cover the general topic of the course whereas
20% of the older generations think that as well. Lastly, 6.67% of
the
younger generations think that each and every topic is covered in
the exams whereas the same portion of the older generation thinks
that as well.
18
020406080
Younger generationOlder generation
Analysis: The interpretation of the above chart is that majority
of both younger and older generation think that exams do cover
the important materials of the subject or course. As exams are
taken on a limited period of time and can’t access anything, the
easiest way to teach students by making them learn the things
that will help them in their future. The time frame of the exams
and students preferences forces the instructors to give the
important topics in the exams. However, some instructors teach
the students only those topics that he or she is very familiar
with. If the instructor knows something really well, then he or
she should teach them to his students. Sometimes exams are also
taken on the basis of the general topics as it is necessary for
students to have knowledge in most of the thing. But, at last all
the course materials are designed
19
by the instructors or teacher and it is his choice what to teach
and what to not.
Q6. Do you think exams are truly effective way of getting things
learned?
Description: The chart shows the responses to the question stated
above. The X-axis shows the four different responses to the
question by the respondents. The Y-axis represents the percentage
of respondents for both Younger and older generation. Among the
young generation 46.67% think that exams do require some type of
modification whereas 73.33% of the older generation think that
so. However, 40% of the young generation think that exams is not
good enough to get things learn whereas none of the older
respondents think that. 26.67% of the older generations think
that exams are the most effective way of getting things learn
whereas 13.33% of the young respondents think that so.
020406080
Younger generationOlder generation
20
Analysis: The interpretation of the above chart is that majority
of both the young and older generations think that exams should
be more detailed and requires some modification. Exams are
usually cover a limited number of topics and its method is not
changing appropriately. If more things are being covered by
exams, then the overall knowledge of the student can be more
appropriately assessed. Besides, a lot of the young generation
think that it is no longer good enough to get things learned
because they are facing the thing only studying for one or two
days anyone can do good in exams and since it requires the
memorizing materials it is no longer can judge students what he
learned. But, the older generation think that it is the most
effective way because they think the position that they are now
belongs to or the things that they have learned is all due to
exams. It played a valid role in their life.
Q7. Do you think exams are the best form of testing students?
Description: The chart above shows the responses, represented in
percentages, to the question mentioned above. The X-axis shows
the four different responses to the question. The Y-axis
represents the percentage of respondents. It shows 66.67% of the
young respondents think that exams are the best form, but there
are other alternative ways as well and 80% of the older
respondents think that so. 33.33% of the young respondents think
that it is not good enough whereas 20% of the older respondents
think that exams are definitely the best form of evaluation.
21
Analysis: The interpretation of the above chart is that majority
of both the young and older respondents think that exams are the
best form of assessing students but there are other alternative
ways like case studies, oral presentation, creative writing about
the subjects etc. Exams are historically used as an evaluating
tool but with the time pass on, new and sophisticated ways have
emerged which are also effective in terms of evaluation. However,
Yes Definitely
Yes, but there are other ways to
NO, not good enough
No, not at all
020406080
Younger GenerationOlder Generation
a significant number of young respondents think that exams are
not good enough because the new methods are also quite healthy as
they require the student’s minds to work, the knowledge they have
gained so far. Hence, those methods should also be used alongside
exams.
Q8. Do you think your results of the exams will help you in your
career?
Description: The chart below shows the responses, represented in
percentages, to the question
22
mentioned above. The X-axis shows the four different responses to
the question. The Y-axis represents the percentage of
respondents. Among the young respondents 46.67% think that
sometimes it helps students in their career whereas 73.33% of the
older generation think that as well. On the other hand, 20% of
the young respondents believe that it will help them in their
career whereas 26.67% think that so. 20 % of the young
respondents are not sure about it and 13.33% think that it will
never help them in their career.
Yes, they will
Yes, sometimes
Not sure
NO, not at all
01020304050607080
Younger generationOlder generation
Analysis: The interpretation of the above chart indicates that
exams sometimes will help students in their career life. Exams do
cover the materials that are needed for students in their future
life. It tries to teach them as many things as it can but due to
some valid reasons it does not happened. The persons who get help
from the exams believe that it will help them as well. But among
the younger generation since they have not yet entered into their
career life, they cannot realize the value of exams. So, they
believe that it will not help them in their career life.
23
Q9. Do you think students can show their talent more effectively
without exams?
Description: The chart below shows the responses, represented in
percentages, to the question mentioned above. The X-axis shows
the four different responses to the question. The Y-axis
represents the percentage of both the young and older
respondents. Among the younger generation 26.67% of them think
that they can effectively show their talent through exams whereas
60% of the older respondents think that as well. On the other
hand, 46.67% of the younger respondents think that they can’t
show their talent without exams but some sorts of adjustments
will be helpful whereas 20% of the older respondents think that
as well. And 20% of both the younger and older generation no they
can never be able to show their talent without exams.
0
20
40
60
Younger GenerationOlder generation
24
Analysis: The interpretation of the above chart is that exams are
historically an effective tool to measure talent but with the
change of time and era its effectiveness gets augmented. Older
generation are familiar with it so they think its an effective
tool but the younger generation have realized that exams are no
longer the most effective tool. New methods are there to evaluate
students and they can be more effective. But they also think that
changing the format of the questions or teaching methods can help
exams to regain its position.
Q10. What do you think about true learning?
Description: The chart above shows the responses, represented in
percentages, to the question mentioned above. The X-axis shows
the four different responses to the question. The Y-axis
represents the percentage of for both younger and older
generation. Among the young respondents 66.67% think that true
learning is something that will help them to improve their skills
whereas 73.33% of the older respondents think that as well. On
the other hand, 26.67% of the young respondents think that true
learning helps students to understand the topics in depth and
13.33% of the older respondents think that as well. 13.33% of the
older respondents think that it is something that help them to
reach their goals 6.67% of the young respondents think that so.
25
020406080
Younger generationOlder generation
Analysis: The interpretation of the above chat is that majority
of both the young and older respondents think that true learning
helps students to improve their skills. Learning is the process
whereby knowledge is created through the transformation of
experience. And this experience helps them to improve their skills
towards doing certain things. A skilled man is an asset to
country and an asset to a family. True learning makes students
deeply acquire the thoughts nad execute them properly in their
life. Besides, true learning helps students to deeper understand
the topics and gain knowledge from it. Deeper understanding is
the result when learners think about their thinking. True
learning makes students to think deeply and by doing so their
curiosity will make them realize more complicated things. That’s
why both the young and older respondents think true learning
helps students to understand the topics in depth.
26
Q11. Are the standardized exams really important in a student
life?
Description: The chart below shows the responses, represented in
percentages, to the question mentioned above. The X-axis shows
the four different responses to the question. The Y-axis
represents the percentage of both the young and older
respondents. Among the young respondents 53.33% believe that
standardized exams are most important because it shows how a
student is compared to a vast majority whereas 86.67% of the
older respondents think that so. However, 13.33% of the young
respondents believe that standardized exams are not important in
student’s life whereas none of the older respondents think that.
6.67% of the young respondents think it does not represent the
overall talent of a student.
020406080
Younger generationOlder generation
Analysis: The interpretation of the above chart shows that
majority of both the young and older respondents think
standardized exams are most important because it shows how a
student is
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compared to vast majority. As standardized exams are used as a
level of education, passing those exams handsomely separates a
student from others in our country. Besides, it makes the other
people realize that those student’s level of education and
learning has improves so they should be given higher education to
perceive their knowledge. But standardized exams are also not
properly designed as some of the respondents believe it is not
important or it does not represent the real talent of a student.
Standardized exams are mostly designed on some specific topics
and require only the important materials which can limit a
student’s thirst of acquiring knowledge.
Q12. Do you think exam put more pressures on student’s shoulder?
Description: The chart below shows the responses, represented in
percentages, to the question mentioned above. The X-axis shows
the four different responses to the question. The Y-axis
represents the percentage of both the young and older
respondents. Among the younger respondents 53.33% think that
exams do create a lot of pressures on students whereas 86.67% of
the older respondents think that that as well. 26.67% of the
younger respondents think that the pressures of exams can be
handled whereas 13.33% of the older respondents think that as
well. 13.33% of the younger respondents think that exams do not
create pressures whereas 6.67% of them think that exams do not
create pressures but it makes the students a bit tensed.
28
020406080
Younger generationOlder generation
Analysis: The interpretation of the above chart is that most of
the both younger and older respondents think that exams create a
lot of pressures. Exams are sometimes hassling as it requires
students to perform well in order to pass. Besides, in the
standardized exams there is a tendency to do really good which
creates pressures on students. But both the younger and older
respondents know that the pressures can be handled as at a
certain age people need to learn how to take pressures and
students life is the best time to develop habits. Besides, for
some students, it is not a big deal to attend exams as they can
easily release pressures from them but it makes students a little
bit tensed to an extent.
Q13. What can be the alternative method used to evaluate
students?
Description: The chart below shows the responses, represented in
percentages, to the question
29
mentioned above. The X-axis shows the four different responses to
the question. The Y-axis represents the percentage of both the
young and older respondents. Among the young respondents 53.33%
think that presenting the idea in their own words whereas 26.67%
of the older respondents think that as well. On the contrary,
26.67% of both the young and older respondents believe that
students should be assessed by their overall class performance.
40% of the older respondents believe that doing assignments
should be used as an alternative method whereas 20% of the young
respondents believe that as well. Just only a small portion 6.67%
of the young respondents believes that giving oral presentation
should be used.
0
20
40
60
Younger generationOlder generation
Analysis: The interpretation of the above chart is that majority
of the respondents believe that presenting orally the idea of the
students in a particular topic would be more effective. Since
students are no longer interested in memorization, they are
looking forward to the system that
30
can judge them by their intellectual knowledge. In order to show
what they have actually learned, they should be allowed to
express the things in their own words. Besides, students overall
class performance can also a good way to evaluate because most of
the students are not eager to study but pay attention to the
class lectures. They learn certain things in the class which
might help them their future but not in the exams. In addition,
doing assignments are also an effective tool for evaluation
because it helps them to learn some practical things and execute
the knowledge they have gained.
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Summary of Research
Findings
From my research, I found out that there is almost the same views
on the matter “ Are the exams effective in making students
actually learn and is there any generational difference on this
issue?
Both of the generations have almost quite same views on this
controversial issue. For example in most of the questions both
generation agreed on the same answer, like the question “what do
you think about exams?” And in the questions that require some
suggestions like “Which format of exams is best according to
you?” Majority of both the younger and older generation have
almost the same answer.
About the exams making students actually learn and are there any
generational view on this issue, my research findings do not
agree with my hypothesis. There is no such a difference on the
generational view on this issue. Both the younger samples and the
older samples agree with each other in most of the questions.
Majority of the young generations think that exams are good but
not enough to find out the hidden skills and the older
generations also agree with them. They believe that exams are not
the best methods to find out the hidden and potential skills of a
student. They also agreed on the fact that case related questions
are the best format of questions according to both the young and
older generation. Case related questions help them to better
understand the materials according to both of the samples. But
they do not agree on the facts that exams create more pressures
on students. According to the older generation, exams are a
little bit irritating for students but the pressures that have
been created by it can easily be handled.
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Students should learn how to control pressures and how to
overcome those anxiety created by exams.
However, they do agree on the fact that exams have problems in
assessing the communication problems though a lot of younger
respondents think multitasking and creative skills can’t also be
evaluated by exams. Both of the generations agree that exams do
cover the materials of a subject that are important and crucial
for life not all of the topics. It deprives them from entering
into the vast ocean of knowledge. In addition, exams will also
help students in their career and make them execute the knowledge
they have gathered in their academic life and it is agreed by
both of the generations. They also agreed on some complicated
issues like “Are the standardized exams really important in
student’s life?” They replied it is most important because it
differentiates those students who have successfully passed those
levels than those who have not yet reached those levels. But,
there is a mixed view about the possible alternative method of
exams as most of the younger generation think that presenting
their ideas in their own words about a topic will be the best
alternative of exams whereas the older generations think that
doing assignments will be more effective method to evaluate
students. If the students are given the chance of presenting
their own ideas about a topic then it will be easier for them to
express what they have learned so far. However, sophisticated
type of assignments will help students to increase their skills
about a particular thing and help them to learn how to execute
their knowledge.
Finally, both the generation agreed on the fact that exams are so
far quite effective method to
33
assess students but some sorts of adjustments or modifications in
the method can help it to be more effective.
For example, changing the pattern of the questions or giving more
creative or case related questions will help students better
understand the depth of a topic and then execute the knowledge
they have gained. It will help the instructors as well because it
helps them to properly differentiate the wiser and smart students
with their prolific answers. As both of the generations have
agreed on the same fact most of the questions, it is obvious that
there is no significant difference between them and the
hypothesis is wrong.
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Conclusions
To conclude, the effectiveness of exams should be enhanced more
in order to make the students better evaluated. My hypothesis was
to find out if there is a generational difference in views about
whether exams are effective in making students actually learn.
After conducting both the primary and secondary research, I found
out that there is no such difference in views. Both of the
generation agreed on the fact exams is so far quite effective
tool to measure student but some sorts of adjustments or
modifications will help exams to be a better evaluation tool. The
findings of my research prove that there is still not a big gap
in terms of thinking between both the younger and older
generation. Majority of the respondents suggested that the
general exams can be taken by changing the pattern or format of
the question for example, giving case related questions for
business students and include more practical knowledge. The
greater the practical knowledge will be there, the more the
students will be able to learn and can show their talent. This
can be applied in the standardized exams as well because the
standard of those exams are also should be developed. As it
requires student to complete a certain level of education,
increasing the standard of the exams will help students to be
better evaluated and increase their skills. This research proves
that exams are still a better form of assessment and some
adjustments or modifications can make it a better evaluation
system.
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References
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Zoughii,. Are exams actually necessary? Teen ink. Retrieved from:
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