Exam result oriented teaching is generally a concept whereby the teacher knows the examination contents extremely well and heads the class with the coursework, all the while always keeping his/her attention over the notion that the sole aim will be to allow the individual gain very good marks at the examination itself , irrespective of the curriculum content.
Although there may be no arguing that this educating approach attains the goal of making certain the great bulk of pupils will score well in the exams, one must question yet again - is this the proper technique to educate our kids?
In fact, the system that comes with an examination result oriented approach of teaching is setting up a fictitious environment of "easy testing." This can result in a student who transfers out of this school and into one in which a far more traditional approach is practiced to suffer miserably considering that there exists no more an incredibly concise and clear understanding of exactly what to count on when it comes time for examinations.
In parallel, when a student graduates from high school and enters into college, should they happen to go to a university, or maybe a class, where by examination result oriented teaching is just not the ordinary practice, they are going to find it inevitably more challenging to show good results in that testing environment. Yet, apart from immersing in an exams-oriented teaching environment, students can adopt ways to do well in examinations.
Exam outcome oriented teaching creates a false perception of security as well as confidence in one's life itself. A student that has been put through an examination grades oriented training will not know how to come back if they end up with a misstep on an examination; nor do these people understand how to study diligently for the "unknown" of not really able to assert with certainty that they without a doubt know all the solutions to all of the queries in life - er - to all of the questions that could be on the exam.
When the pros are heavily weighted favorably for the school; for retention of essential funding and for that general ease of the cookie-cutter curriculum that turns into stale and repeatable, the cons are considerably more ominous for our little ones that are not discovering the invaluable competency of the best way to find out on their own, or the best way to study very hard for a thing they want or need to attain.
When these young people enter the labor force as well as real world they could discover that the utopia they've been used to, this general sense of entitlement, can bring with it a unpleasant epiphany that world is not fair. That life isn't effortless. And the sad thing is, that they are ill-prepared.
This could induce depressive symptoms, confusion, in addition to hopelessness. This could possibly bring about an otherwise ordinary person to really perform sub-par in their careers, and thus make a lifelong path of underachieving; merely because they were never made clear to all through their formative time how to work hard to acquire what they want, instead of needing all the things essentially given to them.
Nonetheless, it is also likely that the confidence that was developed by a somewhat "easy" education approach functions to offer a young adult the self-confidence to do well in more demanding scenarios. When presented with an unknown variable, they're going to come to feel assured that they can take on it with finesse and comfort, because - after all - they've generally been able to perform so.
Consequently, once they enter into the workforce and society as an adult, they are a go-getter, simply because they recognise they can be successful. It's been a proven fact of their entire life till their adult years that they carry with them through out each challenge they encounter in life.
The jury may very well be out over the actual impact to society of examination result oriented teaching, but it is clear that we're teaching our small children a lesson - whether or not it is a favourable lesson or a detrimental lesson may not still be clear.
Although there may be no arguing that this educating approach attains the goal of making certain the great bulk of pupils will score well in the exams, one must question yet again - is this the proper technique to educate our kids?
In fact, the system that comes with an examination result oriented approach of teaching is setting up a fictitious environment of "easy testing." This can result in a student who transfers out of this school and into one in which a far more traditional approach is practiced to suffer miserably considering that there exists no more an incredibly concise and clear understanding of exactly what to count on when it comes time for examinations.
In parallel, when a student graduates from high school and enters into college, should they happen to go to a university, or maybe a class, where by examination result oriented teaching is just not the ordinary practice, they are going to find it inevitably more challenging to show good results in that testing environment. Yet, apart from immersing in an exams-oriented teaching environment, students can adopt ways to do well in examinations.
Exam outcome oriented teaching creates a false perception of security as well as confidence in one's life itself. A student that has been put through an examination grades oriented training will not know how to come back if they end up with a misstep on an examination; nor do these people understand how to study diligently for the "unknown" of not really able to assert with certainty that they without a doubt know all the solutions to all of the queries in life - er - to all of the questions that could be on the exam.
When the pros are heavily weighted favorably for the school; for retention of essential funding and for that general ease of the cookie-cutter curriculum that turns into stale and repeatable, the cons are considerably more ominous for our little ones that are not discovering the invaluable competency of the best way to find out on their own, or the best way to study very hard for a thing they want or need to attain.
When these young people enter the labor force as well as real world they could discover that the utopia they've been used to, this general sense of entitlement, can bring with it a unpleasant epiphany that world is not fair. That life isn't effortless. And the sad thing is, that they are ill-prepared.
This could induce depressive symptoms, confusion, in addition to hopelessness. This could possibly bring about an otherwise ordinary person to really perform sub-par in their careers, and thus make a lifelong path of underachieving; merely because they were never made clear to all through their formative time how to work hard to acquire what they want, instead of needing all the things essentially given to them.
Nonetheless, it is also likely that the confidence that was developed by a somewhat "easy" education approach functions to offer a young adult the self-confidence to do well in more demanding scenarios. When presented with an unknown variable, they're going to come to feel assured that they can take on it with finesse and comfort, because - after all - they've generally been able to perform so.
Consequently, once they enter into the workforce and society as an adult, they are a go-getter, simply because they recognise they can be successful. It's been a proven fact of their entire life till their adult years that they carry with them through out each challenge they encounter in life.
The jury may very well be out over the actual impact to society of examination result oriented teaching, but it is clear that we're teaching our small children a lesson - whether or not it is a favourable lesson or a detrimental lesson may not still be clear.
About the Author:
The author has been an educator for the last 5 years in Singapore, an exams grades oriented society. she writes often in her blog on taking exams such as O levels and other exams in Singapore.
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