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The exam is not the only way to evaluate students, there are many ways to evaluate their educational level by examine their daily work when they do projects, quizzes, essay writing, reading comprehension, guided reading and even when they do field trip survey.
We should evaluate their daily work in order to have a clear understanding of where they really are.
The teacher has to evaluate the current level of knowledge during the course in order to make sure that students understand the actual study material. This way the teacher can find out the misunderstandings students face through out the study process, fix them and continue knowledge consolidation. The exam estimates the overall education level, which allows issuing education certificates. Exams engage students to pass stress situations, concentrate their attention in tense situations. Exams are a useful tool to evaluate the application and integration level of students’ knowledge.
Examination can only judge the practical or theoretical competence inside the laboratory or classroom but process of working determines the actual performance as it is real life and real time.
Henceforth evaluating the process of working is worth more than the prior methods.
Examination is not the ultimate judgement of the student. The entire course work must be considered before making a decision regarding the evaluation.
Examination can be a summative type of assessment which can not assess students' learning, on the other hand a formative assessment can be a better option because formative assessment is basically assessment for learning and examination is type of assessment which is assessment of learning.
Both actually. The on-the-job effort should not be overlooked, and it shows how the student comprehends, reacts to different contents/situations and performs in a team or a standalone fashion. This is sort of coaching and individuality. On the other hand, the student should be aware that in the future whether it is further studies or a job, s/he might be evaluated on results and "meeting a predefined target" only, and here comes the significance of giving considerable weight to one (or preferably more) final exam. I would suggest70-80% on final exam(s) and30-20% on overall class/activity performance
the evaluation is important to student; but the exam determined who has good luck
I vote70% for evaluation during the course and 30% for the final exams.
I think the evaluation during the course can contribute for the quality of the relationships that teacher have with students. I think this is the key of effective management and perhaps even the entirety of teaching. I vote for the relationships :-)
A balanced approach in applying both - summative and formative assessment garantie the trainee/student's accomplishments are examined on a comprehensive and realistic way.
There is not cut and dry answer to this question. Many things must be factored. One must understand learning styles, what is being evaluated and the purpose or depth of knowledge you are wanting to access or evaluate. With that being said, any form of evaluation is best done cumulative, rather than summative.
I would suggest that determining someone learning pattern, some called it style, or approach, would better be judged through a study process questionnaire originally developed by Biggs et al. (revised version available at: http://www.johnbiggs.com.au/pdf/ex_2factor_spq.pdf). In this case it will, in my opinion, enable you to determine how best to evaluate the design or learning outcomes of any learner. After this stage, you will be able to prepare a road map for their learning and at later stage, summative or formative assessment could be a better way/s for evaluation.
