In the coming days, many young people will receive grades that are said to shape their futures. These grades, often the result of years of study, are condensed into a few hours of exams. However, once the results are in, the stress of exams tends to fade, only reappearing in occasional anxiety dreams. So, why do we subject our young people to this intense experience? One reason is that grades hold significant importance. As a teacher, I often remind my students that their marks can determine their future paths, and this is undeniably true. Many professions now require degrees, even those that were once considered non-academic. Sixth-forms request specific GCSEs, such as maths and English, regardless of the desired field of study. University admissions have strict criteria for each course, emphasizing future careers and earnings potential. In a society where opportunities appear to be diminishing, the pressure to achieve top grades has intensified, making the stakes incredibly high. Additionally, schools are under pressure to extract maximum performance from students, which can lead to heightened anxiety among young learners. There is a growing concern that the current generation is facing a mental health crisis, with some attributing it to the culture of exams. Educational attainment is not equally accessible to all students, with those from lower-income families and marginalized communities facing greater challenges.
Various alternative assessment models have been proposed by educational reformers, each with its own strengths and weaknesses. While more coursework may seem appealing, it can also introduce unfair advantages based on parental or tutor assistance. Continuous assessment or modular courses offer a different approach to evaluation but may not alleviate pressure effectively. Exams, when well-designed and well-taught, can solidify understanding by deferring assessment until the end of the learning process. However, poorly designed exams can have the opposite effect, penalizing students for minor errors that may not reflect their true capabilities.
Exams are a tool that works for some purposes but not for others. Eliminating exams entirely would be akin to attempting a DIY project without screwdrivers. Instead of abolishing exams, we should consider how to optimize their effectiveness. In the current system, exams are primarily used for ranking individuals, as evidenced by the controversial algorithm used during the cancellation of exams in 2020. This algorithm prioritized rankings over teachers’ assessments, leading to unjust outcomes for many students. The emphasis on ranking perpetuates the myth of meritocracy and reinforces existing inequalities. In a truly equal society with ample opportunities, this approach might be fair. However, in a reality marked by inequality and limited opportunities, the focus on ranking exacerbates privilege and overlooks essential skills that are challenging to assess.
Exams could be viewed differently, not as tools for competition but as indicators of universal competence, similar to driving licenses or judo belts. By shifting the focus from social worth to educational value, exams could serve as benchmarks of achievement rather than instruments of competition. Schools should aim to provide knowledge and cultural enrichment for all students, not just a select few destined for success. Ultimately, the goal should be to create a society where fulfilling and well-compensated work is accessible to everyone, regardless of their performance in exams. In such a world, the significance of exams may diminish, and their accuracy or fallibility may become less relevant.
