Teaching children just to pass exams is a corrupt practice

Perspectives

[dropcap font=”0″]I[/dropcap]t is necessary to make it clear right from the outset that character building and capacity building have become an increasingly important issue for schools, especially at a time when our country is at the crossroads of adopting a new education policy with the new education law in place.
When it comes to schooling, examinations are an unavoidable part of student life. In this respect, teachers are required to take notice of what examinations are for. From the start, schools should not concentrate their popularity on securing higher pass rates. In other words, the primary focus of schools should not be on teaching students just to pass exams. It is therefore imperative to bring the issue of educating children in schools into sharp focus, alongside complete attention to the overall development of students.
Ironically, students are found to have made progress in basic skills in reading and math, but surveys show that their improvements cannot cope with in middle school and beyond, where tests get tougher and demand critical thinking skills. An educationist once noted that it is necessary to ensure that students make adequate yearly progress toward achieving academic proficiency.
In order to measure the skills students are expected to be acquiring, teachers are responsible for providing students with those skills necessary through tests. It is one thing to teach to the test, but it is another to teach the test. Test-taking strategies are what students need to know as they progress through school. This means that teachers need to integrate test-taking skills into their lessons.
Although teaching to the test is a good thing, teaching the test is a different story. Above all, the way students are taught is more important than tests and exams. Teaching to the test is in fact good teaching because it can no doubt help students advance their academic excellence.

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