The worry over final exams can hinder the education process if students are distracted from their learning by anxiety, depression or stress. Also, if student performance is skewed by these illnesses and conditions, then final exam scores might not be totally one hundred per cent reliable. There are other factors that may negatively influence the reliability of the educational data. For example, the manner in which tests are designed can either encourage advantage or disadvantage for various differing socio-economic groups of student. Student performance is notoriously unpredictable too, particularly in the teenage years, when behaviours and moods can tend to extremes and students self esteem can vary from one day to the next. This can be affected by emotions and hormones as well as educational and academic confidence.
An exam result on one day might not truly reflect a student’s talent in general.It might be a totally random snapshot of a particlar set of circumstances on a particular hour of a students whole academic life. What was the students health like on that day? Were they nervous? How much sleep did they get the night before? Did the particular topics they revised come up? If not, this is arbitrary and not a good reflection of what the student actually knows. Much of the studious and conscientious preparation is not being examined. Some degree of monitoring student progress is necessary, but a balance of regular light testing and moderating of coursework is worth consideration in evaluating methods of educational progress testing.
Final examinations seem to rely too much on luck or well-being on the day and this is not the most scientific method. It leaves open the possibility that society is being denied some of the best talent. Worse, a student with a cavalier attitude to learning and careers might just strike lucky and prepare the right topic to study. The student who commited himself to careful preparation throughout the year might miss out simply because the topics he randomly chose to pay most attention to did not come up.
Other injustices may occur where non native speakers, disabled learners and socially disadvantaged children do not receive the educational learning support they are entitled to. They are more likely to fail or do badly in final exams.
Regular coursework assessment has much to recommend it. Commitment, dedication, regular conscientous production of assignments throughout the year, on time and on topic has value, both in academia and,importantly, in the workplace as well. Here, our performance is judged by it and we are rewarded according to its dictates. Why not in school and college?