{"id":71083,"date":"2023-12-14T01:25:30","date_gmt":"2023-12-14T06:25:30","guid":{"rendered":"https:\/\/world.edu\/?p=71083"},"modified":"2023-12-14T01:25:30","modified_gmt":"2023-12-14T06:25:30","slug":"we-reviewed-the-arguments-for-and-against-high-stakes-exams-the-evidence-for-using-them-doesnt-stack-up","status":"publish","type":"post","link":"https:\/\/world.edu\/we-reviewed-the-arguments-for-and-against-high-stakes-exams-the-evidence-for-using-them-doesnt-stack-up\/","title":{"rendered":"We reviewed the arguments for and against \u2018high-stakes\u2019 exams. The evidence for using them doesn\u2019t stack up"},"content":{"rendered":"

\"\"<\/p>\n

Across Australia, students are receiving and digesting important exam results. University students began receiving their semester 2 results at the end of November. This week and early next week, Year 12 students are also receiving their final marks.<\/p>\n

Love them or loathe them,\u00a0exams have featured prominently<\/a>\u00a0in education for\u00a0centuries<\/a>.<\/p>\n

For almost as long,\u00a0debate has raged<\/a>\u00a0about whether they are useful for assessing learning. And while there has been a\u00a0shift<\/a>\u00a0towards course work or other forms of assessments in some contexts, exams are still a major part of the way we assess student learning.<\/p>\n

To understand why exams remain so heavily favoured, we\u00a0reviewed<\/a>\u00a0the arguments for and against their use in higher education. We found surprisingly little hard evidence to justify their widespread use in university assessment.<\/p>\n

Our study<\/strong><\/h3>\n

We focussed on \u201chigh-stakes\u201d final exams (heavily-weighted, end-of-semester exams that \u201cmake-or-break\u201d passing a subject), because they are so widely used.<\/p>\n

Traditionally undertaken in large exam halls under strict supervision, they can have immense influence on students\u2019 lives and careers.<\/p>\n

We searched the higher education literature for research showing benefits or drawbacks of high-stakes final examinations. We found 122 relevant papers, written in English and published before July 2023.<\/p>\n

Across these papers, seven key themes emerged.<\/p>\n

1. Knowledge retention<\/strong><\/h4>\n

It has long been\u00a0claimed<\/a>\u00a0tests help students consolidate knowledge.<\/p>\n

But because exams tend to encourage \u201ccramming\u201d of large amounts of information in a short period, the retention of that \u201cknowledge\u201d is famously short-lived.<\/p>\n

Testing\u00a0can enhance learning<\/a>\u00a0when students need to remember a lot of facts. But research shows regular short-answer tests undertaken shortly after learning are far more effective for this than one big exam at the end of the learning process.<\/p>\n

2. Motivation and learning<\/strong><\/h4>\n

High-stakes exams can certainly motivate students to study and prepare. But\u00a0evidence suggests<\/a>\u00a0exams tend not to help students\u2019 learning because they activate \u201cextrinsic motivation\u201d (the desire to achieve a high grade) rather than \u201cintrinsic motivation\u201d (the desire for deep understanding).<\/p>\n

This has a doubly perverse effect on learning: it encourages students to adopt superficial, \u201csurface\u201d learning strategies such as memorisation, while teachers often narrow the content they teach to what can be assessed in the exam.<\/p>\n

3. Real-world relevance<\/strong><\/h4>\n

Some\u00a0argue<\/a>\u00a0the information-restricted, time-pressured nature of exams mirrors real-life (nobody wants their doctor or pilot to be leafing through the manual in a crisis situation).<\/p>\n

But for the vast majority of modern roles and workplaces, closed-book individual examinations are a far cry from the collaborative, information-rich context in which students will work.<\/p>\n

They\u2019re particularly ill-suited to assessing skills like listening and communication, which are\u00a0highly valued by employers<\/a>. And because there is typically no opportunity to receive or respond to feedback on an exam, it\u2019s hard for students to learn from their mistakes and do better.<\/p>\n

4. Validity and reliability<\/strong><\/h4>\n

One might assume because high-stakes exams are so important for final grades, they are carefully validated and reliably measure a student\u2019s ability.<\/p>\n

Regrettably, neither is true.\u00a0Validation<\/a>\u00a0of the design of high-stakes examinations (a complex process that ensures we can trust the inferences we make from them) is neither required nor routinely undertaken in university courses.<\/p>\n

Exam performance is also notoriously\u00a0unreliable<\/a>, susceptible to bias and inconsistency from examiners, the psychological or physical health of the student, the design of the exam and even the conditions under which the exam is taken.<\/p>\n

5. Contract cheating and assessment security<\/strong><\/h4>\n

There\u2019s a widespread belief that because exams occur in tightly controlled environments and require ID, they\u2019re impervious to cheating. This belief is spurring calls for even greater use of traditional exams in the wake of anxiety about generative AI.<\/p>\n

But surveys of tens of thousands of university students in\u00a0Australia<\/a>\u00a0and\u00a0overseas<\/a>\u00a0reveal students cheat more often in examinations than they do in any other form of assessment, using strategies such as\u00a0impersonation<\/a>.<\/p>\n

As the authors of a\u00a02018 Australian report<\/a>\u00a0conclude: \u201cexaminations provide universities and accrediting bodies with a false sense of security\u201d and<\/p>\n

an over reliance on examinations, without a thorough and comprehensive approach to integrity, is likely to lead to more cheating, not less.<\/p><\/blockquote>\n

6. Anxiety and wellbeing<\/strong><\/h4>\n

Research\u00a0shows<\/a>\u00a0students find exams stressful and this can harm their health and wellbeing. But whether stress affects exam performance is less clear.<\/p>\n

Some studies have found\u00a0negative effects of stress on performance<\/a>, while others found\u00a0no effect<\/a>\u00a0or even suggest stress is\u00a0helpful for improving performance<\/a>.<\/p>\n

Although the jury is still out, the adverse effects of examinations on student mental and physical health is concerning, as is the negative impact of examination anxiety on\u00a0student motivation<\/a>.<\/p>\n

7. Fairness and equity<\/strong><\/h4>\n

It\u2019s well known exams favour students who perform well under\u00a0time pressure<\/a>\u00a0and are good at memorising. But there is also growing evidence the exams may\u00a0promote gender inequality<\/a>\u00a0(with women performing worse than men in exams but better in non-exam assessments).<\/p>\n

Another way in which exams can contribute to inequity is through their content (which often promotes Western values and knowledge) and their (often hand-) written format. This disadvantages minority students, including\u00a0Indigenous<\/a>\u00a0students, those from less privileged socio-economic backgrounds, or those who have a\u00a0disability<\/a>.<\/p>\n

Common \u201cBand-Aid\u201d accommodations, such as allowing extra time, do little to address this problem and contribute to feelings of inadequacy. We need to draw on what is known about\u00a0inclusive assessment design<\/a>\u00a0to ensure diverse students are given equal opportunity to succeed.<\/p>\n

Where to from here?<\/strong><\/h3>\n

In the absence of compelling educational reasons for using high-stakes final exams, it seems they are used because they are cheap and efficient to deliver and grade, as well as easily scalable to large numbers of students.<\/p>\n

These justifications seem inadequate when we know there are alternative and more\u00a0authentic<\/a>\u00a0forms of assessment that are also cost-effective, with the aid of\u00a0educational technology<\/a>. These include\u00a0inquiry<\/a>\u00a0(using investigation and problem-solving), group or peer-based assessments.<\/p>\n

Without compelling academic reasons for retaining them, we need to consider new and potentially more meaningful forms of assessment by\u00a0replacing, re-weighting or redesigning<\/a>\u00a0high-stakes exams.<\/p>\n

Author Bios:<\/strong> Raoul Mulder is a Professor of Higher Education, Centre for the Study of Higher Education and Sarah French is a Senior lecturer both at The University of Melbourne<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Across Australia, students are receiving and digesting important exam results. University students began receiving their semester 2 results at the end of November. This week and early next week, Year 12 students are also receiving their final marks. Love them or loathe them,\u00a0exams have featured prominently\u00a0in education for\u00a0centuries. For almost as long,\u00a0debate has raged\u00a0about whether […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[12609],"coauthors":[11733],"class_list":["post-71083","post","type-post","status-publish","format-standard","hentry","category-education","tag-exams-2"],"acf":[],"yoast_head":"\nWe reviewed the arguments for and against \u2018high-stakes\u2019 exams. 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