Table Of Contents: Introduction01 Background.04 Research Questions..08 Hypotheses.08 Methodology.

09 Primary Data Presentation And Analysis10 Findings And Recommendations.31 Conclusion32 References..33

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Introduction:
Bangladesh uses standardized exams as a measure at the 5 levels of its education. The five levels are Primary Level (years 1 to 5), Junior Level (years 6 to 8), Secondary Level (years 9 to 10), Higher Secondary Level (years 11 and 12) and Tertiary Level. Tertiary education in Bangladesh takes place at 34 government and 54 private universities. Students can choose to further their studies in engineering, technology, agriculture and medicine at a variety of universities and colleges. Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) exams have been here since the advent of an educational system in Bangladesh. Recently Junior School Certificate (JSC) examinations have been introduced to the primary and the junior level students. The people of Bangladesh regard the standardized exams very highly. Every year a massive number of students take the SSC and the HSC exams. Students from English medium schools attend the O level and the A level exams. The undertaking of these exams is featured in national television. The result are widely telecasted and published in almost all information mediums of the country. Merit holders in these exams are awarded nationally by the Prime Minister. To many, doing well in these standardized exams inevitably means that s/he will get into a good university and have a prosperous career ahead. Even in the job sectors the standardized exams are highly valued, and decisions regarding recruitment and promotions are made upon. Learning, on the other hand, is ones ability to understand, apply and work with what s/he has learnt. Until recently, the standardized exams have been believed to be the true measure of learning. Many believed that doing well in these exams inevitably leads to a prosperous career ahead, rife with recognitions and acknowledgements. Thus attaining a good score in these exams has become a social status for the majority of people in Bangladesh. Recently, there have been evidences that suggest otherwise. Many a time we come across someone without a good score in these exams but is well learned, highly prosperous and greatly reputed personality in his/her field of work. Purists have started to argue that the so called standardized exams do not measure intelligence and learning properly. The real question is, are these standardized exams really conducive to learning? The two prerequisites for a good test are reliability and validity. Reliability indicates that the tests measure what it should measure. Validity, on the other hand, indicates that the tests results are consistent. Consensus states that to fulfill these requirements, a test must have a good question pattern with questions demanding students learning ability and a deft assessment system. Sadly, todays 2|Page

standardized exams contain none of that. Moreover, it has been a growing concern lately that the schools and colleges have started to modify their syllabus with the sole directive to make the grades go up. If the public often seems interested in test results, it may be partly because of their cultural penchant for attaching numbers to things (Kohn, 2000). In essence, the standardized exams are actually affecting what our students learn in their schools. Also, there have been so many accounts of unexpected results that nowadays the assessment system is being regarded as dubious at best. More often than never we see well learned students doing badly and vice versa. If the standardized exams truly measured learning, the results would have been consistent. All these and various other reasons suggest that the standardized exams nowadays do not affectively measure learning.

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Background:
Testing has become an integral part of ones education today. The first regular examinations under examination boards took place for boys only in 1858 as a result of schools approaching Oxford and Cambridge universities for local means of assessment. Girls did not take school exams until 1867 monitored by Cambridge, and Oxford started from 1870. These first examinations established the predominance of academic subjects. These included Arithmetic, Chemistry, Drawing, English Language, English Literature, French, Geography, Geology, German, Greek, History, Latin, Law, Mathematics, Music, Physical Sciences, Political Economy, Religious Knowledge and Zoology. These examinations were timetabled into blocks of six or seven consecutive days and held throughout the day, including in the evenings. The first examinations stressed recall of information. Pupils had to remember the names of monarchs and their families, list historical events and draw maps. Science meant details of findings and Scripture examinations involved knowing biblical verses. Collecting and possessing basic facts was seen as the foundation of knowledge. Arithmetic was simple and straightforward. The earliest evidence of standardized testing was in China,[3] where the imperial examinations covered the Six Arts which included music, archery and horsemanship, arithmetic, writing, and knowledge of the rituals and ceremonies of both public and private parts. Later, sections on military strategies, civil law, revenue and taxation, agriculture and geography were added to the testing. In this form, the examinations were institutionalized during the 6th century CE, under the Sui Dynasty (Standardized test, 2013). Later in the 19th century, Britain introduced standardized testing to the students. It is through Britain standardized testing spread, to Europe and then America. Standardized exams have their merits. High stakes, standardized exams have been billed as a panacea for our educational ills (Henry, p.47). According to Horn and Sanders (1995), if imbued with proper practices, the tests can render valuable assessment method, with the data and results readily available (pp.3-12). The results of these standardized exams are globally accepted, which indicates equal dissemination of the same knowledge worldwide. Standardized tests, which by definition give all testtakers the same test under the same (or reasonably equal) conditions, are also perceived as being more fair than assessments that use different questions or different conditions for students according to their race, socioeconomic status, or other considerations (Standardized test, 2013).

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Gerald Bracey defined standardized testing to have the same questions, instructions, time and correct answer. The format is same for all who take the test and everyone should have the same correct answer (as cited in Swafford, p.19). The underlying rationale behind a test that intends to measure everyone with the same standard conveys fairness. Standardized tests exist because test scores are considered the only numerical component of an application that is common to every applicant. Test scores are basically a common yardstick by which all applicants can be measured consistently (Standardized Test Purpose, n.d.). According to Swafford (n.d.), standardized testing is used to hold the educational institutions accountable for their performance. (p. 127). However, as Chan (2007) suggests, testing to determine suitability for the world out there has become an ill conceived notion (p. 3). Lets consider the Scholastic Aptitude Test (SAT). It was first introduced in 1926, and its name and scoring have changed several times. It was first called the Scholastic Aptitude Test, then the Scholastic Assessment Test. The SATs are extensively used as an entrance evaluation in many, but not all, undergraduate universities of the world. The examinee has to score out of a total of 2400 points, divided equally between three sections, English, Mathematics and Analytical. The test is intended to assess a student's readiness for college. The test is so highly regarded that sometimes high scores in SATs are actually associated with success in later life. Currently, 12 year school education is evaluated by a standardized test lasting 3 hours. According to Simmons (2010), a student being in his/her best mental faculty is a chance occurrence at best. And thus students are not encouraged to learn; rather they are encouraged to take tests (p.38). Some students just succumb in fear and lose their motivation altogether (Stiggins, 2002). Also, the question format and other aspects of the standardized exams affect the students learning abilities in the long run. Stiggins (2002) mentions that teachers are forced to focus primarily on test practice, not teaching. Kohn (2000) claims that the corporations that undertake these tests also sell practice worksheets, which ensure good grades in their own tests. The candidates for these exams are directed to restrain their thinking ability in order to score highly. Because retention ability is highly rewarded in these tests, students show an increased proclivity towards rote learning and memorizing (pp. 2-12). On the other hand, the right brain skills, skills that are greatly required and used in the real world, for example creativity, analysis, reasoning and solving, are rarely tested (Henry, p.48). Lets consider the Scholastic Aptitude Test (SAT). It was first introduced in 1926, and its name and scoring have changed several times. It was first called the Scholastic Aptitude Test, then 5|Page

the Scholastic Assessment Test. The SATs are extensively used as an entrance evaluation in many, but not all, undergraduate universities of the world. The examinee has to score out of a total of 2400 points, divided equally between three sections, English, Mathematics and Analytical. The test is intended to assess a student's readiness for college. The test is so highly regarded that sometimes high scores in SATs are actually associated with success in later life. According to Simmons (2010), we give tests because it is important to evaluate the students understanding. Also, an evaluation of the educational qualities and proficiencies is necessary before the students move on to the next level (p. 37). However, there's almost certain to be a significant mismatch between what's taught and what's tested (Popham, 1999, p.5). Kohn (2000) maintains because these tests are taken within a specified period, they are basically assessing how quickly one can answer within his mental faculties (p. 8). For example, a question from the Massachusetts test for high schools students read as follows,

n tn

1 3

2 5

The first two terms of a sequence, t1 and t2, are shown above as 3 and 5. Using the rule: tn = (tn-1) + (tn-2), where n is greater than or equal to 3, complete the table.

This is actually just asking the test taker to add 3 and 5 to get 8, and then add 5 and 8 to get 13, then add 8 and 13 to get 21, and so on. Theres no mathematics in it at all (Kohn, 2000). Sometimes the papers also are not properly assessed. For example, essays written in a particular standardized test (name not disclosed) are not evaluated by educators. Instead, they are shipped to a company in North Carolina where temporary low paid workers spend no more the 3 minutes in grading each one. "There were times I'd be reading a paper every ten seconds," one former scorer told a reporter. Sometimes he "would only briefly scan papers before issuing a grade, searching for clues such as a descriptive passage within a narrative to determine what grade to give. `You could skim them very quickly ... I know this sounds very bizarre, but you could put a number on these things without actually

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reading the paper,'" said this scorer, who, like his coworkers, was offered a "two hundred dollar bonus that kicked in after eight thousand papers." (Kohn, 2000).

The questions of these standardized exams are mostly multiple choice questions, all of which must be answered within a given time limit. This practice is in no way relatable to the real world (Henry, p.48). After all, How many jobs demand that employees come up with the right answer on the spot, from memory, while the clock is ticking? (Kohn, 2000). The essays have to be written within a word limit, which is again a foul practice in itself because different people will express their ideas differently (Brown, 2005, p.87). As a result, the tests can at most measure the short term memory capacity of the candidates (Kohn, 2000). Consequently, we are in danger of producing a generation of learners who cannot critically think, appreciate the arts, nor marvel at the profound mysteries of our universe (Henry, p.50).

Then there is the fact that lately standardized tests are being introduced to most educational levels, including even primary level, where students as young as six are being subjected to this assessment. Kohn (2000) vehemently criticizes the practice by maintaining that no exam can measure any skill through the inane intricacy that is prevalent.

According to Brown (2005), reliability of an exam entails same grade for similar work (p.84) However, Henry (n.d.) opines that these tests are given on predetermined topics which are pressed on mostly right before the exam, it goes without saying that the same tests given to same students a couple of months afterwards would produce different results, thereby invalidating the idea that these tests are reliable. Numerous accounts of such and many other errors negating students hard work and time surface every year on national media (pp.43-44).

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Research Questions: The research will try to provide answers to: 1. What are the standardized exams? 2. What are the HSC/SSC exams? 3. How many students go through them, and what percentage end up with good results? 4. How and why are they important? 5. What skills and areas are covered in the syllabus? 6. What are their shortcomings? 7. How are the current examination systems and the mass perception about them affecting the students learning ability? 8. How do people view and value them? 9. Do they think that the exams encourage true learning? 10. What reasons can be attributable to so many students getting As in HSC/SSC? 11. Why do these exams carry such social status, whereas the other ones which are equally important do not? Hypothesis:
The standardized exams are not inherently bad themselves. However, certain major characteristics of it render the whole procedure futile. The exams thus end up measuring qualities it was not supposed to measure in the first place. Some of the debilitating characteristics of standardized exams are induction of rote learning, bogus question patterns, anomalies regarding assessment, discrepancies between the results and the knowledge attained, unrelated topics, and the unfruitful learning practices undertaken in order to acquire grades. As a result, lately we have been experiencing 8|Page

anomalies between test performance and real life performance. The results of these standardized exams have thus become inconclusive. The standardized exams contents are irrelevant, contributing minimally to induce true learning. The pattern of questions have evolved to such a state which renders a good score sometimes even if the examinee knows too little to even sit for the test. Also, the assessment procedure is not amply austere to judge learning properly. Critics of standardized exams frequently argue that no actual jobs of the real world requires coming up with answers within a given time period, without asking anyone for assistance. Learning should be about identifying whether the examinee knows well and is able to apply his/her knowledge in real life. Rather, the standardized exams nowadays seems to focus more on identifying people who can follow the rules blindly, given the increasing number of additional rules the examinees have to maintain while taking these exams. Methodology: Primary research was done by conducting surveys on 30 North South University Students. The survey contained 14 questions. Most of the questions focused on the negative repercussions of standardized testing and the participants were asked to choose one from the four options given. The survey intended to identify what the respondents relate most with the anomaly or problem that the question focused on, whether they blame the negative aspects of standardized testing or not. Secondary research was also conducted by going through various online journals, articles, websites etc for information related to the topic.

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Primary Data presentation and analysis:

The first question of the survey asked the participants about how much of the syllabus for their standardized test required memorizing.

How many subjects/topics in your school or college certificate exams required memorizing, whether or not you understood the content? Most Few/none I always memorize everything, just to be safe. Every subject has at least some topics that needs memorizing

37% of the subjects answered that most of the subjects required memorizing. 40% answered by saying that every subject needed memorizing. Lastly, only 23% opined on the contrary, that few or none of the topics in the syllabus demanded rote learning.

How many subjects needed memorizing?

40% Most 37% Few/None Always memorize 23%

0%

Most of the participants contended that the standardized exams, to a considerable extent if not fully, require memorizing and rote learning. This is probably because the assessment process of these 10 | P a g e

standardized exams nowadays includes identifying keywords given in the book. If an answer contains the least number of keywords, despite explaining the answer eloquently, it is considered as a wrong answer. Only 23% said that the number of subjects that require memorizing is negligible. The 67% contended that the subjects tested in standardized tests have parts that require rote learning and memorizing. Complaints have been growing against this issue. Students should be able to explain what they have learnt, not repeat it verbatim. The process is creating an educated workforce that can repeat the theories in the books word by word, but cannot apply them to the real world problems.

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The following question seeks to find out peoples perception about the best question format that can affectively measure learning.

What, according to you, is the best question pattern to effectively measure learning? Multiple Choice Questions Short/Broad conceptual questions Situational Questions (where you are given a particular scenario and asked to solve the problem mentioned) Analytical Questions ( where answering involves a lot of critical thinking)

Out of the 30 people questioned, 9 opted for situational questions, whereas the answers for the rest 21 people were divided equally between multiple choice question, conceptual questions and analytical questions.

Best question pattern to measure learning?

10 8 6 4 2 0 Multiple Choice Conceptual Situational Analytical 9.00 7.00 7.00 7.00

Only 7 out of the 30 people surveyed said that the most prevalent question type in the standardized exams, the multiple choice questions, is actually the best method to successfully measure learning. The other 23 people feel differently. This is because multiple choice questions rely heavily on chance. A prospective candidate can successfully identify the right answer just by making an educated guess. Also, if he doesnt know anything at all, he can separate the wrong options from the right one by implementing the process of elimination. As far learning goes, a student only has to know some keywords to answer all the multiple choice questions correctly. He doesnt need to understand the topic 12 | P a g e

in the syllabus fully. That is exactly what multiple choice questions measure, the ability to make educated guesses and to remember some keywords. It cannot measure learning even on the basest level.

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Question number 3 on the survey tries to identify the perception of the target group regarding the assessment quality of the standardized exams. It tries to figure out whether the test subjects think that these exams are properly assessed or not.

Do you think our current school/college certificate exams are properly assessed? Yes, they are properly assessed Assessment quality varies from teacher to teacher Not at all

The results gathered are given below. 60% of those who answered the question think that the assessment quality is subject to some variation, depending on who checks them. About 23% think that the exams are not well assessed. Only 17% of the target group thinks that the standardized exams in question are well evaluated and assessed. Do you think the exams are properly assessed?
Yes 23% 17% Varies form teacher to teacher 60% Not at all

As we can see from the graph above, 83% of the participants opined that the assessment process is dubious at best. A handful 17% is content with the current assessment practices. A massive portion of the student populace has, at one time or the other, gone through the predicaments that result from the ubiquitous bureaucracy that manipulates the assessment procedures of these standardized exams. I can only surmise that the satisfied 17% has achieved their expected results from their standardized exams, and thus will not agree to the ill practices.

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The next question has been posed to the target group to see if the time limit factor is affecting the examinees performance in any way.

These standardized exams (HSC, SSC, O/A Levels), or every exam for that matter, require the examinee to answer a set number of questions within a set amount of time. How often could you not answer all the questions only because you didnt have enough time? Happens a lot Sometimes Happens, but a time limit is justified A time limit is not conducive to learning. If anything, its harmful

The answers, as given below, show that more than half (53%) of the people asked face problems regarding time limits in their exams, frequently if not regularly. 27% of the target group feels that a time limit is justified for the standardized exams. 17% of the test subjects face the problem on a regular basis. However, only 3% of the target group said that a time limit is harmful.

Not being able to answer because of time limits

3% 17% 27% A lot Sometimes Happens, but justified Harmful 53%

27% answered in favor of time limits. The other 83% answered on the contrary. Of those 83%, some face time limit related problems on a daily basis, some occasionally, and some despise the practice

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altogether. One reason for the minor discrepancy could be that the people who support the time limit aspect of these standardized exams might be good in writing fast. Also, not everyone has the same unique thinking capability. There are bound to be differences between two peoples time taken to identify the question and come up with the right answer despite their identical preparation for the same exam. In essence thinking speed can also vary from person to person.

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The question below intended to find out how often do the prople from the target group encounter with people with a sturdy knowledge background, depite the grades in their standardized exams. The question was asked to find out whether the assessment procedure of these exams are consistent.

1. How often do you come across people who scored poorly in these standardized exams (HSC, SSC, O/A Levels), but is well learnt anyway. A lot Rarely Everyone, regardless of their score in those exams, is well learnt. Grades and learning are not related

The results seem to greatly vary between the two extremes. While 11 people out of the 30 surveyed answered rarely, 10 answered a lot. 7 people answered that grades and learning are not related and the remaining 2 answered that everyone, despite their grades, is well learnt.

Knows people with poor score but good knowledge

A lot 7 10 2 Rarely Everyone Grades and learning are unrelated

11

11 people answered saying that they rarely meet with a combination of poor grades and proper knowledge. The other respondents answers comply with the hypothesis. Two reasons can account for this, the assessment procedure and the question pattern of these standardized exams. It has been 17 | P a g e

mentioned in the research hypothesis that both of these two areas of standardized exams are rife with inaccurate practices and need improvement. The responses that contradict the claim, though significant in number, are in minority. Perhaps a larger target group could have provided a more favorable result.

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The next question in the survey asked the target group about how often s/he had to learn unnecessary things just because they got asked frequently in the past question papers. The objective of this question was to assess the reliability of the current standardized exams.

As a candidate for any of these standardized exams, how often did you have to learn unnecessary or irrelevant topics only because they got frequently asked in past question papers? Most of the topics were unrelated There were some, but I never learned them Sometimes, it never harms to learn something extra These exams never had any unrelated topic

60% of the target to answered to being imposed to learn irrelevant topics for the standardized exams, not regularly but sometimes. 20% answered that they never learned the irrelevant parts of these exams. 17% of the group answered to being subjected to learning irrelevant most of the time. However, only 3% of the respondents said that the standardized exams never test on unnecessary and irrelevant topics.

Learning irrelevent topics

3% 17% 20% 60% Mostly Some but never learnrd sometimes Never

97% of the interviewees agree to the fact that the standardized exams test students on irrelevant topics. The consensus supports the hypothesis that the standardized exams are poor indicator of learning. The miniscule 3% who answered on the contrary can be attributed by the small size of the target group. 19 | P a g e

The seventh question asked the respondents to answer on what they think a top scorer usually means.

2. A top scorer usually means. That s/he knows the subject content well That s/he is the best among his/her class only That s/he cheated That s/he is good at taking exams

The results do not show much variation. 37% of the respondents think that a top score indicates knowledge. 37% of the respondents think that being best among the class only may lead to a top score. 27% of the subjects think that being good at taking exams also counts. Only 3% thinks that a top score should indicate that the examinee cheated.

Top scorer means

27%

37%

Knowledge Best in class

3% 33%

Cheated Good at taking exams

From the results above, it can be seen that the majority (63%) thinks that a good grade doesnt indicate a sturdy knowledge base. Though a significant portion (37%) answered on the contrary, the result still supports the hypothesis. The discrepancy can be attributed to the target group, NSU students. If the target group were senior students who have taken numerous standardized tests, the results might have been different.

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The next question asked the participants how well they remember what they had learned in their standardized exams. The answers dont show much variance between the four options.

How much of what you learnt when you were a candidate for these standardized exams can you still remember? About all of it About half of it About one-fourth Little

30% of the respondents remember about half of what they were taught. 27% answered that they remember all of it. 23% answered that they remember little and lastly 20% answered that they remember about one-fourth of the syllabus they were taught in order to take the standardized test.

Remembering the contents

23% 20%

27%

All Half

30%

One-fourth Little

43% answered that they remember about one-fourth or even less of what they learned while they prepared for their standardized exams. While the majority claims to remember about half or more of it, the anomaly can be attributed due to the fact that the target group was university students, who are believed to have entered the university right after they were done with their HSCs or A-levels. Even if standardized exams didnt induce true learning, in which case the participants wouldnt remember most of what they had learnt during their preparation, it is too early to arrive at any conclusion regarding the responses. 21 | P a g e

The following question was asked to find out what the participants think about all the additional rules in a standardized exam, whether these protocols affect student performance in any way.

More often than never there are rules regarding how you should answer. Example I. II. Answer within the specified space The OMR circles should be fully darkened with a 2b pencil They dont let the examinees answer properly They are justified, they have their advantages Some of them are justified, some are totally pointless They dont affect the examinees performance in any way

What is your take on these extra rules?

67% of the respondents answered that some extra rules are justified, while some are totally pointless. 30% answered that all of these rules are justified and advantageous. Only 3% answered against these additional directions. None of them answered on the option that student performance and compliance to these rules are unrelated.

Take on extra rules

0% 3% Hinders performance 30% 67% Justified Some justified, some pointless No effect on performance

In total 70% of the respondents agreed that there are some, if not all, pointless rules that a candidate has to follow while taking a test. The result supports the fact that these standardized exams, apart from trying to measure learning and knowledge, also intends to measure servility. These extra rules are so ubiquitous is almost all standardized tests a person takes in his/her life that it makes one wonder if these tests do intend to measure what it is supposed to measure. The minor 30% who justifies 22 | P a g e

the process can be attributable to a small sample size, which, if larger, might have produced the more obvious conclusion.

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The following question asks the respondents about their take on these standardized testing. The objective of this question was to find if there are any dissatisfactions regarding the way the student populace is being tested.

What is your take on these standardized tests? 1. They are good measures of learning 2. They focus on who is beating whom, not learning 3. The testing methods can be improved 4. No comments

The answers do not show any conclusive variance. 9 out of the participants think that the process can be improved. Another 9 think that these tests are nothing but overly competitive. & out of these respondents think that the standardized testing is a good measure of learning. 5 participants chose to answer with no comments.

Take on standardized testing

10 9 8 7 6 5 4 3 2 1 0 9 7 5 Take os standardized testing 9

Good Competitive measures of learning

Can be No comments improved

The majority (18 out of 30) contend that the standardized exams are not good measures of learning. The way they are conducted, as has been stated in the hypothesis, focus on competitiveness

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and can be greatly improved. The greater portion of the interviewees agreeing to that supports the claim.

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To see if the respondents have correctly interpreted the objective of the research, a question was asked to see what they understand about learning.

How would you define learning? Being able to remember Being able to apply Being able teach/explain Being able to get grades

70 % of the respondents answered that learning, to them, means the ability to apply. 20% answered the ability to teach/explain. 7% answered grades and 3% answered remembering.

Define Learning
7% 3% 20% 70% Remembering Applying Teach/Explain Grades

90% answering by saying that learning to them means either the ability to apply or the ability to teach/explain conveys that people of the target group regard the idea of true learning very highly. Also, judging by this and the previous responses, the standardized exams do not guarantee the ability to apply or teach the contents successfully, two aspects crucial to learning according to the target group.

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The next question asks the participants about what they think about the current educational standards of the schools and colleges.

3. According to you, are the schools/colleges directed at passing the exams, rather than learning? They focus on learning, but it can be improved Passing the exams is most important, and they focus on that, learning is just another aspect along the way They solely focus on the grades, without any regard about students learning capabilities They focus on both, after all both are equally important.

40% answered that the schools mainly focus on grades. 20% answered that the schools/colleges focus on grades and learning is just another aspect of it. 27% said that the learning quality can be improved and lastly, 13% contended that the institutions focus on both grades and learning equally.

Performance of schools/colleges
Can be improved 27% Balance between Grades and learning Focus on grades 40% 20% Equal focus on both

13%

Only 33% responded that the schools are doing a good job either by maintaining a balance between learning or by focus equally on both grades and learning. The other majority answering otherwise actually suggests that the schools are fixated on making the grades go up. This is because, as 27 | P a g e

has been stated in the hypothesis, the standardized exams are valued so highly that the topics tested are frequently practiced in the schools, despite the fact that those topics in no way contribute to learning. As a result the multitude of students are having 12 years of education on subjects and skills they wont have any use for in real life.

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The following question of the survey asked the participants on what they think is the best environment to conduct learning.

Learning is best achieved under which circumstances? a strict and regimented routine group studies under ample flexibility through applying

12 out of the respondents maintained that the best way to learn is to apply. 11 said that earning is best achieved through group studies. 4 said that a strict routine is necessary for learning and only 3 people thought that a flexible timetable is the best way to learn.

Circumstances for learning

Applying Fexibility Group Studies Strict routine 0 4 5 10 15 3 11 Circumstances for learning 12

23 of the 30 surveyed said that applying and group studies are the best learning practices. This is because people who have done it at least once realize how effective these two techniques can be. However, the schools learning practices are totally devoid of these aspects. Most of the schools undertake teaching within a strict routine. This is an extension of the fact that the schools are working in accordance to what the standardized exams demand. The schools, focused only to make the grades go up, neglect all the best ways to learn and press on the exercises that promise a glut of good grades.

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The last question asks the interviewees what according to them is the best precursor for higher productivity in the workplace.

What, according to you, is the best indicator of productivity in the workplace? High grades Experience True knowledge in spite of the grade A workaholic attitude

50% answered by saying that knowledge is the best indicator for higher productivity. 40% opined productivity. 7% said that a workaholic attitude is imperative for productivity. 3% answered that grades are the only indicators for learning.

Best indicator of productivity in workplace

7% 3% Grades 40% 50% Experience Knowledge Workaholic Attitude

97% of the respondents feel that grades are not apt precursors for productivity in the workplace. Given the fact that productivity can be best achieved from true learning and knowledge, learning is a prerequisite for productivity. Thus, grades in a standardized exam do not indicate that the person is well learnt.

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Findings and Recommendations:

The mass perception extracted from the primary research goes hand in hand with the hypothesis. The target group recognizes the adverse aspects of standardized exams and voices their concerns over them. The questions were asked with respect to the discrepancies that persist, while the choices outlined the causes assumed in the hypothesis along with some other neutral and contradictory options. The respondents successfully related the discrepancies with the causes as were assumed in the hypothesis. The responses indicate that standardized exams invoke a negative notion to peoples minds. The participants mostly answered against the mainstream evaluation method. Probably because the gaps between what the evaluation procedure promises and reality have reached such proportions that the benefits ought to have been entitled to standardized evaluation system are becoming negligible. Recommendations to counteract the egregious and pointless practices include requirements for students to submit a medium scale project as part of their school ending assessment which will be assessed thoroughly by the system. It goes without saying that proper implementation of this could lead to great inventions, and worldwide recognitions. In order to alleviate the faulty assessment process, multi-level assessment can be undertaken, where the exam papers will be checked by multiple assessors. Implementation would albeit require more cost, but with exponential benefits in the long run. Also, Brown (2005) reported that, significant energy must be devoted to helping students to understand not only where they have gone wrong, but also what they need to do to improve (p.84).

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Conclusion:
Just as students, teachers, and schools need to be assessed, the tests themselves need to be assessed. We must not only test curriculum outcomes, we must create outcomes for the tests themselves, in order to verify that the process is worthwhile (Simmons, 2010, p.49). The procedures of these standardized exams have evolved extensively, and not in a good way. They have acquired so much reputation that people ardently focus on one thing only, making the grades go up. The accounts for the mishaps are increasing, and lately people have started disregarding the exam system altogether. It is high time we started testing the test, see what they are doing wrong, and undertake reforms.

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