EXAMINATION: Need of a rethink
For a long time now, exam scores have been the main indicator of a child’s abilities and success. The ultimate purpose of school education is to impart knowledge, values. However, the cut throat nature of our examination system celebrates the success of a few and creates unhealthy competition and inordinate amounts of stress in children; who are physiologically, psychologically and emotionally not ready to handle it. Have we forgotten the purposes of education? Why are we obsessed with exams at a time when some countries have abolished exams at the primary and the secondary levels? What negative impact will exams have on students? Aren’t there better ways of testing students knowledge and skills?
Exams and tests are important, no doubt, but should be regarded only as a measure of learning. The problem lies not just with the concept of exams but also with how they are conducted. There is a wealth of information and insight about a student’s potential and ability that cannot be captured in a report card. Exams in our part of the world mainly focus on grades (the product) rather than on what is learnt (the process). Our examination system stills weighs students in terms of amount of content crammed up by the learner and vomit out in a 2-hour pen-paper traditional test. This has been the practice since decades and has produced un-employed graduates in scores who unfortunately are devoid –off requisite employability skills to fit into the bracket of demands of 21st century skill list. NEP2020 as a policy document has given extended emphasis on formative scheme of assessment with a tag line of assessment for learning and assessment as learning which signifies that learning and assessment go hand in hand. The assessment needs to be embedded in the teaching –learning as it will provide instant feedback to the student and the teacher regarding the ongoing teaching –learning transaction and will re-align the pedagogical approach adopted by the teacher in the classroom. It is not the pedagogy that determines the nature of the assessment. It is the other way around: the pattern of assessment decides the pedagogical approach to be employed in the class room. Unless there is no paradigm shift in the assessment landscape, the obsolete pedagogy, which is deep rooted in the existing classroom culture will continue to persist. The policy document of 2020 and the national curricular frame for foundational stage (2022) and the national curricular frame work for school Education (2023) have laid down the detailed procedural guidelines on how to conduct the formative assessment. These documents have explicitly cited the tools and techniques to be employed in conducting formative assessments. These assessment tools and techniques advocate for assessing the child on varied parameters rather than merely relying on pen-paper test to strive towards the holistic development of the child.
The other side of over-hyping examination: A 2017 survey by the world Health organization (WHO) painted a concerning picture of adolescent mental health in India, revealing that nearly 35% of adolescents in the 13-17 age group experience high levels of stress . Subsequent research by the National Council of Education Research and Training (NCERT) in 2022 found immense pressure surrounding exams and academic achievements. According to NCERT Mental Health and wellbeing of school student report, 81% students experience anxiety and stress before exams. A 2020 study by the National Statistical Organization said that one in five students in India take private coaching to meet the pressure of the exams . As per the National crime Record Bureau ( NCRB), with over 13000 student suicides in 2022, our current system primarily relying on standardized texts and fixed grading, casts a long shadow over the holistic well being of the students.
NEP 2020 and re-defined assessment scheme: NEP 2020 envisioned assessment for learning to continuously enhance teaching methods and optimize student development. A shift towards holistic assessments can help student showcase their learning through classroom performance . We must learn from the failures of the Continuous and Comprehensive Evaluation (CCE) system, which increased fear in students who struggled in certain formats of exams. Performance Assessment, Review and Analysis of Knowledge for Holistic development (PARAKH) has been introduced as a potential catalyst for change. It promotes competency –based assessment (CBA) through performance tasks, projects, portfolios and even traditional but relevant tests. It addresses the need for flexibility , comprehensive teacher training and effective communication channels in student assessment. What we need is a system that encourages children to question and learn , rather than just mug it up.
Examination driven anxiety and stress: Examinations after all are not just about academic evaluation. They are emotional events that test a student’s confidence, resilience and ability to perform under pressure. And while a little nervousness before an important test is natural – what psychologists call “ eustress” or positive stress – it becomes harmful when it starts to affect health , concentration and performance . Recognizing the signs early and addressing them with empathy is key to preventing a short phase of nervousness from turning into long-term anxiety. Exam stress rarely appears overnight . It builds up gradually , often starting with small behavioral changes-avoiding study discussions, getting distracted easily, or showing frustration over small things. When left unchecked , this can escalate to panic attacks, fatigue and even physical symptoms like nausea and chest tightness.
Way forward: One of the most overlooked sources of exam stress is comparison. In classrooms, group chats and family gatherings, students are constantly reminded of how others are performing . The result is a loss of self-confidence and an obsession with perfection. It is crucial to remind students that learning is not a race. Every individual has a different pace, learning style and ability. Focusing on personal progress rather than competing with others helps protect self esteem. Comparison, as they say is the thief of joy-and in exams, it often robs students of peace of mind. Mistakes and setbacks are part of the learning process . Students should be taught to view them not as failures but as opportunities for growth. This is what psychologists call a growth mind set –the belief that intelligence and skills can be developed through effort, persistence and feedback . When students realize that one bad grade does not define their potential , they become more resilient. Parents and teachers can reinforce this by praising effort rather than just outcomes.
Dr. Mushtaq Rather , Educator from Mattan, North Kashmir.
