Examination-Centered Approach Instead of Student-Centered; Negative Washbacks, Spoiling Real Learning in Education
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| Title: | Examination-Centered Approach Instead of Student-Centered; Negative Washbacks, Spoiling Real Learning in Education |
|---|---|
| Language: | English |
| Authors: | Qaisar Khan, Sadia Ashraf |
| Source: | Bulletin of Education and Research. 2023 45(2):93-106. |
| Availability: | Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Testing Programs, Standardized Tests, High Stakes Tests, Rote Learning, Learning Strategies, Classroom Techniques, Student Centered Learning, Teaching Methods, Educational Trends, Foreign Countries, Testing Problems, Educational Improvement, Thinking Skills |
| Geographic Terms: | Pakistan |
| ISSN: | 0555-7747 |
| Abstract: | Assessment methods have more effects on the strategy of study; if an exam requires the recall of factual information, then students adopt the surface-level approach or rote learning (Newble & Jaeger, 1983). Measuring the learning outcomes of students is paramount for learning and teaching improvement. However, in the Pakistani education system, the scenario is quite contradictory. Instead of supporting learning, the exams are spoiling the real learning process. These exams have complete control over learning and teaching processes; all the pedagogies and strategies of stakeholders revolve around the examination. Negative washbacks are explored through a systematic review of twenty-year studies, which showed that in Pakistan, high stakes (external exams) are mostly conducted and have predefined goals like promoting students to the next grade, giving them jobs, and admission to higher education. These goals were set in view of colonialism's requirements for the subcontinent. Still, our exams have the same goals even after decades of independence: rather than testing student learning, critical, analytical, and creative ability, our exams focus on testing the memory of students; thus, students and teachers adopt strategies of rote learning to score better in exams. Therefore, it is necessary to divert the approach from examination-centered to student-centered, which can promote our students' critical, analytical, and creative abilities instead of making them habitual to rote learning, cramming, and cheating, which is very dangerous for any country's educational system. Empirical recommendations rendered here can improve the examination system in Pakistan and foster critical, analytical, and creative thinking abilities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408636 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Examination-Centered Approach Instead of Student-Centered; Negative Washbacks, Spoiling Real Learning in Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Qaisar+Khan%22">Qaisar Khan</searchLink><br /><searchLink fieldCode="AR" term="%22Sadia+Ashraf%22">Sadia Ashraf</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Bulletin+of+Education+and+Research%22"><i>Bulletin of Education and Research</i></searchLink>. 2023 45(2):93-106. – Name: Avail Label: Availability Group: Avail Data: Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Rote+Learning%22">Rote Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0555-7747 – Name: Abstract Label: Abstract Group: Ab Data: Assessment methods have more effects on the strategy of study; if an exam requires the recall of factual information, then students adopt the surface-level approach or rote learning (Newble & Jaeger, 1983). Measuring the learning outcomes of students is paramount for learning and teaching improvement. However, in the Pakistani education system, the scenario is quite contradictory. Instead of supporting learning, the exams are spoiling the real learning process. These exams have complete control over learning and teaching processes; all the pedagogies and strategies of stakeholders revolve around the examination. Negative washbacks are explored through a systematic review of twenty-year studies, which showed that in Pakistan, high stakes (external exams) are mostly conducted and have predefined goals like promoting students to the next grade, giving them jobs, and admission to higher education. These goals were set in view of colonialism's requirements for the subcontinent. Still, our exams have the same goals even after decades of independence: rather than testing student learning, critical, analytical, and creative ability, our exams focus on testing the memory of students; thus, students and teachers adopt strategies of rote learning to score better in exams. Therefore, it is necessary to divert the approach from examination-centered to student-centered, which can promote our students' critical, analytical, and creative abilities instead of making them habitual to rote learning, cramming, and cheating, which is very dangerous for any country's educational system. Empirical recommendations rendered here can improve the examination system in Pakistan and foster critical, analytical, and creative thinking abilities. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1408636 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 93 Subjects: – SubjectFull: Testing Programs Type: general – SubjectFull: Standardized Tests Type: general – SubjectFull: High Stakes Tests Type: general – SubjectFull: Rote Learning Type: general – SubjectFull: Learning Strategies Type: general – SubjectFull: Classroom Techniques Type: general – SubjectFull: Student Centered Learning Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Educational Trends Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Testing Problems Type: general – SubjectFull: Educational Improvement Type: general – SubjectFull: Thinking Skills Type: general – SubjectFull: Pakistan Type: general Titles: – TitleFull: Examination-Centered Approach Instead of Student-Centered; Negative Washbacks, Spoiling Real Learning in Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Qaisar Khan – PersonEntity: Name: NameFull: Sadia Ashraf IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 0555-7747 Numbering: – Type: volume Value: 45 – Type: issue Value: 2 Titles: – TitleFull: Bulletin of Education and Research Type: main |
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