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The Impact of Examinations on Student Learning

Michael Whitener

Abstract

Examinations are used in the education setting to measure students' performance and enable grading and further promotion to other levels. The impacts of examinations have been in research while also determining the best practices to ensure assessment improves the performance outcome. Through studies carried out in Cameroon concerning SMS- based tests, computer-based testing in health sciences in the US, examining teacher's practices that improve performance research from Russia, OER use and its impacts in NOVA, and cheat sheets in examinations giving different outcomes. Moreover, different learning theories, such as behavioral, constructive, cognitive, and learning acceptance models, are discussed. The gaps in the research above are also outlined and the Biblical worldview on assessment impacts in learning.

Schools are important institutions in every society with visions aimed at improving personal and community standards by imparting knowledge and skills to learners through teaching. The learning institutions employ various methods and techniques to ensure that they receive the intended knowledge and skills effectively. Although examinations are not a teaching method, it is used to assess their progress and provide the teachers with useful feedback.

Different countries and institutions have developed unique ways of administering examinations to ensure students' effective assessment, which provides a clear and unbiased way to promote students to higher levels. However, tests have faced various criticism concerning their impacts on student learning. Many scholars have argued that examinations do not connect with students' professional work in their study field, implying that examinations do not lead to success in the actual career field. Moreover, some students with difficulty being nervous may fail exams, giving a wrong impression of their knowledge. Additionally, the issue of bad and good luck during tests may arise and lead to failure and success, respectively.

Despite the criticisms, which are quite common in many systems worldwide, even with the best-proven practices, examinations are still perceived as pivotal measures of excellence globally (Rahman et al.). From the teacher's perspective, assessments are key towards making high stake decisions in the education sector. Many researchers have made efforts to determine whether examinations are really of the intended reasons for learning and teaching. Washback has been the term described in the teaching environment, referring to the influence of assessments towards effective learning and delivery of knowledge and skills from teachers. Washback is not necessarily a positive impact on examination but represents all the good and bad influences on the education system.

Positive washback effects will be experienced when the tests' content leads to better understanding and assessing the gain of knowledge that can be applied in the student's profession (Mogapi, 2016). Also, it should aim at strengthening the student's skills while also determining areas of their weakness to pave the way for improvement. This helps teachers develop strategies to ensure they help their students in areas they have not been well accrued to and maintain their capabilities. Students can also identify their passion and develop well-informed career paths by identifying where they are good at.

As reported in many settings, the negative influence of examinations results when the teachers emphasize their teachings on tested areas. Students are taught to master questions and topics being tested, therefore answering correctly and performing highly. This practice prevents learners from acquiring required skills in their areas of interest as they focus on excelling in tests. Moreover, instructors will focus on topics and areas tested, leaving out other sections that might be crucial in the learner's profession.

The contrasting views on the influence of assessment in the education sector form the argument of this paper, which aims to answer the question: What is the impact of examination on student learning?

Literature Review

The world in recent years has experienced massive development in technology which has seen many industries shift from traditional practices to the adoption of the new trends. The education system has also not been left behind in these developments and, particularly, students' assessment. For instance, in Cameron, according to Poon et al. (2020), the use of SMS-based tests was tested with a sample of 500 students in bachelor level from 23 institutions from both public and private schools. From their traditional approach to testing, the West African country aimed to assess learners' knowledge and to grade them. In the research, sets of questions were prepared by secondary school instructors and sent to personal mobile phones of students as SMSs and later giving them results with the aim to evaluate the effectiveness of the practice. This study resulted in the realization of various benefits and some limitations associated with the testing. However, more benefits were discovered from this study that proved the great importance of the assessments (Poon et al., 2020).

Among the benefits discovered here was said to be as a result of following the practice testing approach that relies on promoting students' abilities instead of creating the aspect of testing. Through this approach, learners can achieve better learning outcomes and retain what they learn instead of spending time on books. Practice testing can also enable students and learners to understand their strengths and weaknesses, therefore give more attention to areas of low understanding to boost their knowledge. The research further discovered that the tests' frequency is key and can result in more benefits compared to less frequent tests with more questions.

The researchers further aimed at discovering the effectiveness of multiple-choice questions in relation to short answers. They discovered that short answer questions were more efficient in leading to better results compared to multiple choices that would easily deceive the students into picking wrong answers. This difference may be attributed to the more demanding nature of answering from the head compared to just picking from a list.

The design and approach of methods to use are equally vital toward realizing desired results from an assessment. The use of SMS-based tests was motivated by mobile phones' high usage and availability. The study concluded that the practice tests helped strengthen the students' knowledge structure, give them a formative assessment, and the creation of distributed environments in learning that enhanced retention of learned materials.

The students' materials can be used in examinations to assist students in tackling their examinations but in a controlled way (Raadt, 2012, January). In many settings, students are allowed only to use what they retain in their brains during examinations. However, researchers in the education sector have gone ahead to analyze the impacts of using other forms of assessment. Students can do tests using resources used in teachings, such as textbooks or notes. This study suggested restrictions on the extent of usage of the materials such as selected materials to access, giving summaries on required content or use of clean-sheets that the students make.

In the clean-sheets, students can write as much information as they would like but within a specific size of the paper and only written by the students to ensure their own developed rather than printed. In early studies, writing the clean-sheet was not necessarily associated with improving students' scores in their examinations but associated with enhancing learning. As students engage in writing short notes, they are also learning and capture as much information as possible. In the event that they do not get all information in tests, they still end up benefiting.

A study was conducted at the University of Southern Queensland to determine whether cleans-sheets improve performance and the features of the sheet that affect examination performance. Results indicated that writing the clean-sheets in a systematic way enables students to do extensive studying and can help them perform better in examinations such as the use of abstract representation. This is due to its ability to adapt to new challenged rather than being too specific. Moreover, using past or examples of questions in the sheets results in low performance due to its effect on students, making them believe the questions would be similar. In another case, duplicated materials from books to sheets made students fail as compared to those with summaries. This can be associated with the fact that summarized work is easier to read and understand to apply in exams compared to duplicates.

Open educational resources are other areas in the learning environment that are becoming common and acceptable forms of delivering relevant knowledge and skills to students (Grewe & Davis, 2017). An examination conducted using the information system of Northern Virginia Community College using 146 learners, dividing them into two sections, one with ORR utilization and the other without. The next year the research team used three selections, each with the same divisions. The study was to determine OER influence on academic performance in a history course.

The study suggests that the students using OER showed an increase in their GPA from their previous results, indicating a clear connection between the success and the resource. Students that used common materials such as course books did not show any moderate improvement. Although some factors were assumed that might have led to the improvement of performance, it can be supported that the comparative study indicated the difference between OER and textbook use to arrive at its conclusion. The arguments on the improvement might be associated with either teacher effect, which could have changed from previous sessions, or student behaviour.

According to Zheng & Bender (2019), The use of computer-based testing (CBT) has been of significant impact on education, especially in health science. In the United States, a study was carried out on a dental school to determine the rate of acceptance, determinants, and effects on performance in exams associated with technology. Using a set of students, the results showed that acceptance was due to the CBT's ability to deliver results on time and its user-friendliness that encouraged learning. A study using 3000 students in Russia to determine what practices in learning might improve performance came up with suggestions that subject-specific tasks were more beneficial to students (Zakharov et al., 2014). Teachers tend to use specific techniques to enable learners to perform well in high stake tests.

Learning Theory Association

Learning has, in many years, remained an important aspect of the modern world and has been associated with various theories that explain the process. The learning process can be associated with several ideas, one being the effect on students' behaviour affected by the acquired and reinforced characteristics from internal or external forces. Learning can also be attributed to humans' cognitive abilities to process the information given by the teachers. Also, the process can be termed as constructive, implying that students can construct their skills with more personal effort. Other theories are based on experimental learning, humanism, and connectivism (Philip & Sengupta, 2020). This section is going to base the discussion on technology acceptance theories towards assessment and learning.

However, modern society has changed the perspective of learning to a more technological driven form. With the rising need to incorporate the use of technology in the education system, measures have also been developed to ensure the implementation does not result in a poor learning experience. Information Communication Technology has been applied in teaching through various platforms, storing students' information, and assessment.

Examination and learning are two aspects that need to work together in every instance to ensure effective transfer of knowledge and skills to students. Assessing learners gives the measure of learning through the feedback of success or failure. Examining using technology is subdivided into summative and formative to provide grading criteria and response to learners, respectively. Teachers can develop questions with multiple choices, shortened answers, and adaptive tests according to their goals of assessment. Moreover, different technologies have been developed to facilitate e-assessing (Imtiaz & Maarop, 2014).

Technology acceptance theories include the theory of reasoned action, which was the first model that has been improved into the others commonly used. The theory identifies behavior as its main pillar that affects acceptance. The second is a social cognitive theory that encompasses the environment with behavior. The technology acceptance model depends on the perception of individuals on the importance and how it reduces the effort of working. Theory of planned behavior and the unified acceptance and use of technology are among the other models that describe behavior intention (Imtiaz & Maarop, 2014).

The technology acceptance model is used in most instances, although faced with several shortcomings on constructs. Among the included constructs in the application of technology in examination and learning is computer self-efficacy, which is the ability of a student to use an e-learning system and has a huge impact on the effective use of ICT in an education setting. Perceived playfulness is the perception of curiosity and eagerness to use a computer without boredom. Goal expectancy is another metric that involves the aim of the learner while using the system (Imtiaz & Maarop, 2014).

There is more use of technology in learning as compared to examining in many institutions. These theories are vital towards use in the education setting to help teachers develop strategies that ensure students accept technology in learning and assessment. Determining the appropriate ways to use them helps in delivering desired outcomes which are formative and summative.

Definition of key terms

1. Technology acceptance model: a theory developed by Davis and is based on the perceived ease of use and how the user believes the technology will reduce effort used without it.

2. Cognitive theory of learning: explains the impact of human experience on learning

3. The behavioral theory of learning involves students' behavior towards learning, which is affected by the environment, among other aspects.

4. Constructive theory of learning: implies that students create their own knowledge from experiences of the past.

Gaps in the Research

There are several aspects when it comes to the research on the impacts of assessing students that require deeper study to bring substantial data. The study in Cameroon, for instance, on SMS-based tests, came up with several suggestions on the way forward when exposing students to high-stake examinations. The experiments on practice tests, for instance, require long periods of testing to ensure they give true outcomes. This is mostly because the students take a long time in the education environment. Therefore studying their performance over the entire period is a way to go. Moreover, different metrics of measuring performance other than failure and passing should be developed to complement the influence of the practice tests. Additionally, the inclusion of collaborative learning in the school environment should be tested to find more insights into its advantages.

Application of Open Education Resources (OER) is another area with a research gap, and studies should focus on identifying the materials that are likely to improve the learning experience for the students (Grewe & Davis, 2017). The study in NOVA was limited to the History course, and therefore, more experiments should be done in wider areas and other subjects to enhance the identified outcomes. In addition, determining the EORs with better results is important while also knowing the unique features of those with better outcomes compared to those without.

The use of clean sheets is another important area in research that calls for full utilization in learning environments, as the research indicated. However, more experiments using programming units and the involvement of larger contexts are key to realizing the method's full potential. Other faculties should also be tested with the same strategy to determine whether the results are consistent or any difference.

Further research on computer-based testing (CBT) is required to determine its significant influence on learners. More students should be engaged to provide a clear and satisfactory result on the results of the study on student performance and overall learning. Categorizing students into several groups based on similarities and behavior is equally important in making better and reliable conclusions on the difference between paper tests and computer-based tests in terms of performance.

In the case of theories of assessment, it is important to also focus on implementing the use of technology in examinations the same way it has been used in teaching. This is due to more use in learning compared to assessing learners. Moreover, the user acceptance of technology should also be introduced to instructors the same way it is used to determine students' user requirements. This aspect is crucial because learners are not the only stakeholders in education, and learning involves all the identified.

Biblical Worldview

The Bible (Proverbs 16:16) says, "How much better to get wisdom than gold! And to get understanding is to be chosen rather than silver." This is an indication that the Bible supports learning and equates it to the precious things in the world. Therefore, encouraging teaching in all aspects increases understanding and enriching students to equalling possession of wealth. In relation to the theory of acceptance, the Bible is very categorical on matters of choice. During explaining the parable of the sower, Jesus explained how using the seeds which one fell on the way, the other fell on the rocks, the other on thorny land, and another on fertile land. In Mathew 13:19, the Bible says that hearing God's word and not understanding results in the disappearing of the words. Similar to learning by students, when they take examinations without prior understanding and having the intention to learn may lead to failure. Also, in the old testament, the Bible eludes that learning requires the student's full dedication and love to achieve understanding (Exodus 6:5). From the theory of acceptance, it is the basis of the founders that the attitude towards learning and perceptions controls behavior.

Conclusion

Examinations are viewed as important aspects of the education system and are used by teachers and learners for formative and summative assessment. However, the effectiveness of the examination towards ensuring the learning process is achieved important. Various educationists have experimented with different assessment methods to find out their impacts on learning outcomes. As identified in this paper, SMS-based tests in Cameroon significantly impacted students by helping them prepare for high-stake examinations. The study indicated improved retention levels among the students who were used. Another study on OER impacts indicated increased performance in NOVA.

Similarly, the use of clean sheets in assessment with directions on abstraction helped students engage in studies more and improve learning. CBT also indicated better results for paper-based testing attributed to better interfaces and interaction. These studies and the use of better practices by teachers aimed at improving skills rather than passing exams enable students to improve their learning. Further research, however, needs to be done on the fields with the use of larger populations, more time lengths, and examining with more relevant metrics. The theories of learning imply the learning process as either cognitive, constructive, or behavioral. The theory of technology acceptance, in particular, identifies behavior as a key motivator towards learning. In support of the view, the Bible also adjures some relevant facts that indicate important aspects of leaning and examinations which is part of the process.

References

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de Raadt, M. (2012, January). Student created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).

Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student learning outcomes. The International Review of Research in Open and Distributed Learning, 18(4).

Imtiaz, M. A., & Maarop, N. (2014). A review of technology acceptance studies in the field of education. Jurnal Teknologi, 69(2).

Mogapi, M. (2016). Examinations Wash Back Effects: Challenges to the Criterion-Referenced Assessment Model. Online Submission, 3(3), 78-86.

Philip, T. M., & Sengupta, P. (2020). Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences, 1-20.

Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June). Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam Preparation. In Proceedings of the 2020 International Conference on Information and Communication Technologies and Development (pp. 1-12).

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