Education is damaged by mindless obsession with testing

tes | March 06, 2019

Looking at Scottish education at the moment – indeed, UK education – I get the feeling that we do not ask ourselves what the purpose of school actually is. If you follow our current thinking it would appear that it is fundamentally founded on the belief that schools are doing well if their pupils achieve a set of excellent examination results, as if this is the sole outcome – the Holy Grail. The logical conclusion is that we must ensure our pupils’ heads are filled with the required knowledge to allow them to pass a series of examinations. Well, of course we want that, but is that really the limit of our ambitions for our young people?At the moment, “education” is being damaged by the mindless obsession with testing that actually curtails an individual’s imagination and, in many ways, damages their originality of thought. Our students need to be allowed to develop their creativity and their critical thinking. We need to look at the education systems of other countries and learn from their successes. Scandinavian countries, in particular Finland, have been outperforming us for considerably longer than a decade.

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Spotlight

Instancy is at the forefront of revolutionizing the eLearning landscape by harnessing the power of Generative AI. Our comprehensive solutions are designed to cater to diverse learning needs, transcending traditional barriers and empowering knowledge workers, trainers, and management alike. For Knowledge Workers, we provide instant access to performance-enhancing information right within their daily workflow. Our system ensures timely and efficient delivery of knowledge, enabling users to perform optimally, right at the moment. For Trainers, our no-code Generative AI-powered tools facilitate rapid and intelligent content creation. This reduces content development costs by over 50% and speeds up the content time by 70%. Our platform's unique blend of smart technology with human creativity offers trainers an unmatched experience in developing blended learning content.

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