research pr
TRANSCRIPT
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
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
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
0
20
40
60
80
Younger generationolder generation
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.
Yes, i
t puts
a lot o
f pres
sures
on mind
Yes, i
t is a
bit irri
tating f
or studen
ts
Not much
, the s
tress
can be c
ontrolle
d
Not at a
ll0
1020304050607080
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 Ques-tions
Short questions Open book exams
Case related questions
0
10
20
30
40
50
60
70
80
90
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
Corporate skills Communication Skills
Multi-tasking skills
Creative skills0
10
20
30
40
50
60
70
80
90
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
Each
and ev
ery to
pic of th
e subjec
t
Importa
nt topics
of the s
ubject
Genera
l topic o
f ht e
xams
The t
opics th
at the t
each
e ris v
ery fa
miliar
0102030405060708090
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.
01020304050607080
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, 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
Yes Definitely Yes, but there are other ways to
NO, not good enough
No, not at all0
10
20
30
40
50
60
70
80
90
Younger GenerationOlder Generation
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 willYes, sometimes
Not sureNO, not at all
0
10
20
30
40
50
60
70
80
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.
010203040506070
Younger Generation
Older 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
01020304050607080
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.
0
20
40
60
80
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.
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Yes, they create a lot of pres-
sures
yes, but the pressures can be
handled
No,exam sdon't create pressures
no, but it makes the student a bit
tensed
0
10
20
30
40
50
60
70
80
90
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
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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.
Doing assi
gnmen
ts
Presen
ting oral
ly the i
dea in
their
own word
s
Studetn
s ove
rall cl
ass perf
orman
ce
Giving o
ral pres
entati
on0
102030405060
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
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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
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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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