Research Pr

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?



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


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?



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?



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


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?



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


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


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?


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


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


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?



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


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


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?



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


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

27

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?



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.

28

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


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?


29


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


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

30

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.

31

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.

32

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

33

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.

34

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.

35

References

Sandhu, S. (2014, January 28). Are exams an effective form of assessment in education?. THE

BADGER. Retrieved from http://www.badgeronline.co.uk/exams-effective-form-assessment-

education/

Malathi, A., Damodaran, A., (1999, April) Stress due to exams in medical students- role of yoga.

[Abstract] Indian J Physiol Pharmacol, 43(2):218-24. Retrieved from:

http://www.ncbi.nlm.nih.gov/pubmed/10365315

Zoughii,. Are exams actually necessary? Teen ink. Retrieved from:

http://www.teenink.com/opinion/school_college/article/183298/Are-exams-actually-necessary/

Murchie, M. & Wong, A. (2010, June 09). Are exams a more effective tool to assess students

than coursework? South China Morning Post TOPICS Retrieved from:

http://www.scmp.com/article/716566/are-exams-more-effective-tool-assess-students-coursework

Mathew,. (2012, September12). The history of school exams. Workers Liberty. Retrieved from:

http://www.workersliberty.org/story/2012/09/19/history-school-exams

The Importance of Exams. (2009, July13). T’s. Retrieved from:

http://bachlongbff.wordpress.com/2009/07/13/the-importance-of-examinations/

http://bachlongbff.wordpress.com/2009/07/13/the-importance-of-examinations/

http://www.workersliberty.org/story/2012/09/19/history-school-exams

http://www.scmp.com/article/716566/are-exams-more-effective-tool-assess-students-coursework

http://www.teenink.com/opinion/school_college/article/183298/Are-exams-actually-necessary/

http://www.ncbi.nlm.nih.gov/pubmed/10365315

http://www.badgeronline.co.uk/exams-effective-form-assessment-education/

http://www.badgeronline.co.uk/exams-effective-form-assessment-education/

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