Continuous evaluation of
a student must be adapted in order to measure the student’s growth throughout
the school year. The purpose of having these examinations is to measure the
student’s knowledge. Usually when taking these exams, the student experiences
many sources of pressure, such as peer pressure, pressure from school, pressure
from parents, and sometimes pressure from themselves. The student acknowledges
that, if they fail a test or get results which are less than they were
expecting, they will be disappointed. Along with this, some might be
demotivated to continue with that subject. The student might know the answers
to the questions very well, but failed to show it during the exams because of
the stress factors. Sometimes, there are also consequences for getting lower
marks. For example, the student might not pass the standard they are currently
studying in, or they might be restricted to certain course streams (which is
the consequence for the Board Exams).
Often, these
examinations are portrayed as a competition. Consider the board exams. If a
student scores higher than their peers, they are awarded with praises and they
have many course streams they could study in the future. If the student scores
in the middle, they do not get a variety of courses they would study for. Some
students have a dream job and want to study and achieve only that job. If the
student misses that by a mark, they might not fully be content with the course
they must take next. If the decision of the student’s future college was based
on continuous evaluation, however, there would be a higher chance of the
student getting the job which the student wanted.
Making continuous
evaluation is one example of a replacement for final examinations. Another
replacement would be many factors for college applications. Consider the United
States. For college applications, the colleges usually consider:
- Their GPA (overall performance
throughout the student’s high school years)
- Their SAT/ACT (examinations
which can be taken multiple times throughout the student’s high school
years, and sometimes 1-2 years, before their high school years)
- An essay (usually about their
personal experience and is used to evaluate the student’s personality)
- Extracurricular activities
(used to see how much the student participated in their school)
- Volunteer hours (used to see
how the student noticed and helped their society)
These factors help the
student stand out in ways other than their academics. This measures the overall
willingness of the student to study in order to help the society they live in.
Continuous evaluation, like the GPA, measures the true potential of the
student. Ultimately, I believe that continuous evaluation of the student
measures the true potential of the student more accurately than final
examinations.
~ Sharanya Kusgur - 10
IGCSE
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