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The most fundamental problem with an exam-oriented education system is that examinations distort students' motivation and learning by over-emphasising the importance of the scores as outcomes and measures of students' abilities (Paris, S., 15). Exams can redefine students' goal for learning in counterproductive ways that make the outcome more important than learning as inquiry, reflection, and process. Research on academic motivation indicates that a focus on extrinsic goals (such as exam scores) and task completion (such as getting through the exam) undermines intrinsic motivation, interest, and persistence (Ames and Archer, 188). In contrast, when students have mastery goals and take pride in their efforts and accomplishments, they use better strategies and display more self-regulated learning (Pintrich and DeGroot, 10). When high test-scores become the goal rather than self-regulated learning, students invest disproportionate value and effort in exams. Actually, for many students, the consequences of testing are neutral or negative, ranging from the innocuous lack of feedback to negative feedback about one's competency.
Paris (15) pointed out that over-stressing on exams might also subvert students' learning strategies because exam-taking strategies are usually inconsistent with learning strategies taught everyday in the classroom. Most students are taught to use people and materials as resources for learning in classes, but are disallowed from using them during exam (except open-book exams, which are not too popular in NUS). What do students learn while taking exams? Too often, they learn that exams are different from the daily curriculum and assessments, that one needs special tricks to pass them, that low scores mean a person is dumb, and that teachers cannot help students.
Consequently, our students often expect the teacher to give them notes, dole out the straight facts in class, and even tell them the questions which will come out in the exam. They would rather practise rote learning, and are eager to know the answers, than to find out the answers to questions (c.f. 'Connecting Assessment and Learning' of this series). They cannot see exams as part of a learning process, nor can they understand that they can get information there to help them to learn.
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