These few years’ examinations have become one way of estimating student’s performance and their results from that performance is required to move students from one stage of their academic progression to others. The majority of the academic has sole confidence in this approach and it has become the standard and the norm.
On the one hand, I acknowledge that continual assessment is a useful method to evaluate student’s abilities. First of all, these assessments allow the teacher to observe more regularly, therefore they can give their students the diagnosis and how to solve those issues. Moreover, regular checking improves the creativity and teamwork skills of the students, which are integral skills for the future. Take making projects as an example, teamworking is required from the teacher, it forces students to work in groups to accomplish their projects and assign them to their teacher.
On the other hand, formal examinations are the satisfactory way to measure student’s performance. Firstly, they have a fair system and also have the same tools to perform equally. Because of having the same conditions to do their examination, they have equal opportunities to perform their knowledge and problem-solving skills at the same time. With the results from the examinations, the competitiveness among students has been promoted, therefore, they have to improve their performance appraisal by learning and studying to have better results compared with other students in their class.
To summarize, both continual assessment and formal examinations have the same essentials. I strongly believe that continuous estimation can not replace the examination in the way of measuring student’s performance.