Examination result oriented teaching is in essence a notion whereby the instructor understands the examination contents quite well and takes the class with the coursework, all the whilst maintaining his/her attention to the idea the only purpose is always to allow the individual to acquire high grades at the examination itself , irregardless of the curriculum contents.
Even though there exists no arguing that this teaching method achieves the purpose of making certain the considerable majority of students will score very well in the examinations, one have to ask yet again - is this the proper method to educate our little children?
In most cases, the system that incorporates an exam outcome oriented strategy of teaching is developing a fictitious condition of "easy testing." This might cause a pupil who transfers out of this school and into one where by a far more traditional philosophy is taught and practiced to flunk terribly since there's no longer a very concise and clear knowing of precisely what to be expecting when it comes time for exams.
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.
Examination result oriented teaching causes a unrealistic perception of safety as well as confidence in life itself. A student who has been through an examination outcome oriented education isn't going to see how to recover after they have a misstep on an exam; neither do they understand how to study vigorously for any "unknown" of not being able to assert with guarantee that they without a doubt know every one of the solutions to all of the issues in life - er - to each of the questions that could be on the examination.
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 ones enter the labor force and the real world they may learn that the utopia they're used to, this total perception of entitlement, carries with it a harsh epiphany that world isn't fair. That life is just not simple. And regrettably, they are ill-prepared.
This could possibly lead to depression, confusion, in addition to despair. This could cause an otherwise ordinary pupil to function sub-par in their jobs, and hence make a lifelong path of underachieving; only because they were never made clear to during their formative time how to work hard to obtain what they really want, instead of having everything basically handed down 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 to the actual impact to society of examination result oriented teaching, nonetheless it is clear that we are teaching our youngsters a lesson - regardless of whether it's a positive lesson or perhaps a damaging lesson might not yet still be crystal clear.
Even though there exists no arguing that this teaching method achieves the purpose of making certain the considerable majority of students will score very well in the examinations, one have to ask yet again - is this the proper method to educate our little children?
In most cases, the system that incorporates an exam outcome oriented strategy of teaching is developing a fictitious condition of "easy testing." This might cause a pupil who transfers out of this school and into one where by a far more traditional philosophy is taught and practiced to flunk terribly since there's no longer a very concise and clear knowing of precisely what to be expecting when it comes time for exams.
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.
Examination result oriented teaching causes a unrealistic perception of safety as well as confidence in life itself. A student who has been through an examination outcome oriented education isn't going to see how to recover after they have a misstep on an exam; neither do they understand how to study vigorously for any "unknown" of not being able to assert with guarantee that they without a doubt know every one of the solutions to all of the issues in life - er - to each of the questions that could be on the examination.
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 ones enter the labor force and the real world they may learn that the utopia they're used to, this total perception of entitlement, carries with it a harsh epiphany that world isn't fair. That life is just not simple. And regrettably, they are ill-prepared.
This could possibly lead to depression, confusion, in addition to despair. This could cause an otherwise ordinary pupil to function sub-par in their jobs, and hence make a lifelong path of underachieving; only because they were never made clear to during their formative time how to work hard to obtain what they really want, instead of having everything basically handed down 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 to the actual impact to society of examination result oriented teaching, nonetheless it is clear that we are teaching our youngsters a lesson - regardless of whether it's a positive lesson or perhaps a damaging lesson might not yet still be crystal clear.
About the Author:
The author has been teaching for the last 5 years in Singapore, an exams grades oriented country. she gives reviews frequently in her blog on taking exams such as O levels and other exams in Singapore.