Examination Is Good or Bad for Students Essay

The upstarts that mid-term exams suck up been cancelled in some first-string prep ars recently has sparked quite a a few contr everyplacesies. Some citizenry regard it as a tolerant step in cultureal reform, maculation others question whether it is on the right track. P bents, teachers and learners, the tercet parts involved, engender all reacted a little bit pessimistically toward the new policy. P arnts, al shipway busy working to jump their families, feel that they are losing an key quantified belief for their childrens behaviour or murder at school and are more than than worried than relaxed about their childrens change magnitude stripped succession.Most of them, I believe, pick bookworms to idlers or addicts. Some parents have unflinching to pay more for after-school classes. Teachers, whose feet have been bound for a long time in belief children, are offset to lose their cultivation control over the already spoilt learners. How to check the teaching and learning effect? How to communicate with parents? How to cargo hold students working hard to fixate life-threatening marks in the later, more important exams? Furthermore, maintaining their full work load, they are mandatory to squeeze more of their meagre spare time to prepare additional lessons for case education.On the other hand, the utterly liberated students have to find ways to fill their time. They delay provision and sometimes become addicted to computer games or just wander the streets. Adopting a stinking habit is much easier than forming a redeeming(prenominal) one. Objectively, the exam itself is not bad. It is a or so effective measure of a students knowledge, performance and ability. But pot have made it into a disaster. Since when was our education caught in such a malign circle? Textbooks have remained unchanged for more stratums and have become stringently ornamental, while exam questions are changed from year to year.The hardly way to do this is to occasion more and more tricky questions. In fact, what we test our students on is much more difficult than what textbooks teach. To satisfy real needs, twain teachers and students choose to be drowned in a sea of exercises and exams. On the other hand, days of cramming miscellaneous rules, formulae and information may have strengthened our students ability to imitate, memorize and pursue exams, but at the cost of their porta and creativity, two of the most important qualities that a student should possess.That may well process the question why there is no Nobel-prize winner in China. I map the purposes of abandoning these exams as follows First, it is to answer the call of trim back students heavy burdens in their studies and return to them their felicitous childhood. For years, we have been appealing for students to be freed from mountains of homework and extra classes, to no avail. Students have to do that Only through immersion in all kinds of exercises and classes c an most of them get comparatively satisfying results in variant exams.Therefore, the cancellation of exams is intended to remove a stem turn act of students toil and give them more play time. Second, it is to help relieve students of bully pressure and protect their self-esteem. In fact, what frightens students are not exams, but the tremendous frame and high expectations behind them. Exams divide students into neat and bad, leading some of them to a paradise of beautiful flowers and sweet want and others to a hell of bitter criticisms and laborious punishments.Exams often bring parents ecstasy or plunge them into the abyss of misery. Exams determine students futures and are a crystallization of a unity persons success or failure and a intact familys hope or disillusionment. Since their first school day, students have been preparing for a diversified exam. For that reason, the cancellation of exams seems to only most families from suffering. But I dubiousness whether the benefits could be realized mid-term exams in primary schools are only one child link in a whole chain of exams.Will all these exams, eg. inal-term exams, tributary School Entrance Exams, College Entrance Exams, and kind after-school exams for certificates in social deed be called off too? If not, students daring not shrug away their shackles and their svelte self-esteem will not last for long and their happiness is doomed to be temporary. On the other hand, if a students self-esteem totally depends on the cancellation of exams, it would be too weak to protect. Our cabaret is neither an ivory tower nor a haven of peace. It is full of competition and struggles. Setbacks are inevitable and we need them to temper ourselves. fall apartt be misunderstanding. I am not an exam advocator. The exam-oriented education stifles teachers as it does students. What I mean is that we cannot solve a problem by taking only a stopgap measure. The root cause lies not in exams, but in the whole e ducational system. The first affair we should do is to change our inherent educational ideas of talent cultivation and create an active, well environment of teaching and learning. It will be a long way. What we need is not the cancellation of a single exam, but an temblor in our education.