The use of examinations as an assessment method has long been a source of debate. Since the mid-1990s, the Malaysian Qualifications Agency (MQA) has mandated examinations as the primary assessment method in order to evaluate student understanding and gauge their progress, especially for Diploma programmes. However, relying solely on examinations disregards other integral skills that are necessary for successful academic development and future professional advancement. Hence MQA's policy should be reevaluated to recognize that relying mainly on exams undermines student engagement, fails to reflect true competencies, and removes opportunities for important skill improvement. It is my thesis that The Malaysian Qualifications Agency (MQA) should reevaluate their policy that mandates examinations as the primary assessment method for Diploma programmes.
Examination has been the traditional form of assessment for many years, but the question of whether it is still the most appropriate way of assessing students’ knowledge and skills is now increasingly being raised. Recently, numerous research studies have found that the use of examinations has become less effective as a method of assessment in the current educational environment. This is due to the increasing focus on standardized tests, which emphasize memorization of facts rather than on critical thinking, problem-solving, and other higher order skills. Furthermore, examinations are unable to measure the creativity, teamwork, and other skills that are important in the 21st century workplace. Additionally, the high-stakes nature of examinations can lead to anxiety and stress among students, which can lead to poorer performance.
In today's digital age, technology has rapidly changed the way information is accessed and absorbed. This has led to the need for a more diverse range of assessment methods, as exams are no longer an effective way of determining a student's knowledge and understanding. Furthermore, due to the advancements in technology, it is now possible to access information from a variety of sources, which means that some students may have an advantage over their peers. Additionally, exams do not always provide a holistic view of a student's knowledge and understanding, as it does not take into account their abilities in other areas such as problem-solving and critical thinking. They do not provide a holistic view of a student’s learning capabilities and abilities, as they often lack the ability to assess other aspects such as creativity, problem-solving, and critical thinking skills. Additionally, examinations are often seen to be memorization-based, which does not accurately reflect a student’s talent and capabilities.
It is possible for a student to memorize learning materials and answer questions correctly, but still not have a full understanding of the content. Furthermore, examinations can be limited in what they assess as they usually consist of multiple choice, short answer, and essay questions. Therefore, these types of assessments do not provide a comprehensive evaluation of the student’s skills and knowledge. To accurately assess student learning, alternative methods must be utilized such as simulations, portfolios, and projects. These methods provide a more comprehensive approach to evaluating student learning. Therefore, with the implementation of alternative assessment methods, examination no longer remains as a relevant assessment method.
By Assoc. Prof. Dr. Shahrul Mizan Ismail
Dean, Universiti Malaya Centre for Continuing Education
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