Depth Of Knowledge Math Example Questions latest 2023

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Education Without Exams

The question is, would an education without exams be better for students? Why do you have to take exams? what is an exam for? Many people believe that it is a means that can help students improve their skills or simply a mechanism that advances students for their successful future. For a student, exams are an integral part of their school time. Since there is an educational system, examinations can be used as a means of evaluating studies.

However, nowadays more and more people have decided that exams are not the only way of evaluating studies, they think that an education without exams would be better for the student. Most students aren’t tech savvy, what do they have? What students need to do first is understand the goals of study, is it to improve their skills or pass exams. We don’t need to be an educator to answer this question, improving a skill is why most people study. Considering this idea, the exam has many disadvantages and shortcomings for the student.

First, formal exams cannot appear to accurately reflect a student’s abilities; it can be unfair in several ways. For example, a student’s entire career depends on what he does on a certain day and at certain times of an exam. if the student is ill or has suffered emotional trauma, these factors could negatively affect the student’s exam performance. Some students do not do well under pressure and need more time to reach useful conclusions.

Final grades should be determined by all elements including assessment work, attendance, presentation, group work, and exams. All of these can really reflect the ability of the student after their exam, not just the exam. If someone did not have a good review or made a mistake in the exam, he or she can certainly fail their exam, but he or she still put effort into their study, so now the another item will be used to account for student grades.

In different countries there are different education systems but they claim to have the same final process which is an exam. Thus, the argument comes from the final exam whether it can identify the student’s efforts and abilities. Although formal exams have been used in the past they should no longer be used as the sole means of assessment as they can be an unfair indication of a student’s overall ability, exams are important but also preferable for the students, which can be easy to test the student’s abilities.

WHAT DO WE WANT FROM EXAM ASSESSMENT?

Good assessment programs aim to provide a balanced and fair assessment of each student. It can be done in two ways. First, the use of a variety of strategies and tasks that gives students multiple opportunities, in a variety of contexts, to demonstrate what they know and can do. It also allows teachers to have confidence in the accuracy of their judgments about each student.

Second, tasks should be fit for their purpose. Suppose a subject has a number of objectives (knowledge to learn, skills to acquire), each task must be appropriate to the specific objective or objectives it assesses. This means that a task assessing basic knowledge will be different from a task assessing creativity. Rather than abolishing examinations, we should instead ask ourselves which combination of assessment tasks is most appropriate for each subject.

REVIEWS FOCUS ON BREADTH

In most disciplines, there are specific sets of knowledge that students are expected to acquire. Physics students could learn about thermodynamics, while history students could learn about the Cold War. Thus, exams allow us to accurately test the extent of students’ understanding of these topics.

Critics of exams often promote in-depth, rich, and authentic assessment tasks instead. These are usually project-based tasks that appeal to the student’s creativity and interest. For example, history students may be asked to choose and research historical figures in depth. Business studies may be required to design the pitch for a new business seeking venture capital.

These tasks develop several important higher-order thinking skills, such as analysis and decision-making. However, they are not alternatives to exams. They do different things. And that’s exactly what we want: multiple and different tasks to maximize students’ opportunities to demonstrate what they know and can do.

Finally, we also want to be fit for purpose, where breadth of knowledge matters, we want assessment tasks that target that breath. We want our future doctors to know the whole human body. We want our future teachers to experience a full repertoire of teaching and learning approaches.

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