Too Many Tests

Too Many Tests Spoil the Learning

The Advisory Committee on Mathematics Education (Acme) recently published their report on mathematics tests for 14-19 year olds in England. They concluded that too many tests damaged students= enthusiasm for maths.

“There is a danger that this can lead to an ‘exam mentality’ – for both pupils and teachers – where learning is just about passing tests,” said the report. Indeed they point out that the number of candidates applying to sit for A=level maths has fallen in the past few years.

The side effects of too many tests is not new. On the one hand tests can be used to motivate students to study. However, when the results are worse than expected, a student=s morale and self-esteem can plummet.

I remember that in my youth I was terrible at tests. Some days I could fare brilliantly, and on other days, I could fail miserably. Many a time I was careless, sometimes not reading the questions properly, sometimes completely missing out an entire page of problems.

The trouble is that teachers take test results far too seriously. We students get branded at worst as “useless”, and at best as “lazy”.

I have often campaigned against exams, but this is a battle I have lost totally and utterly. Schools in Singapore seem to have more exams nowadays than when I was a student. Principals and Ministers of Education keep on telling me that “exams are a necessary evil”. I never believed them.

The proof of the pudding is that the standard of performance, right across the board has not improved. Indeed the standard of writing has worsened in recent years. This observation, albeit anecdotal, seems to resonate not only among employers, but also among teachers.

The Acme report called for a cut in the “overall volume and frequency” of tests.

I would agree wholeheartedly.

Tags: education, exams, tests