Examination means a test or an assessment, so an examination can be applied to a number of things, such as a physical examination from your doctor, or an examination at school or college to assess how much the learner has actually learned. These latter examinations can vary in both their style and their frequency. For example, if you are studying a subject like chemistry, you may find that part of the examination process will be a practical test, so the examiner can actually see how you apply the knowledge that you have learned.
Some subjects at particular levels, GCSE; AS and A level, for example can be modular rather than the earlier method of examining the whole course content at the end. This method of examination has raised concern and more than a little criticism from those who argue that this makes the qualification easier to achieve.
There is absolutely no doubt that the content of the courses is no easier than it ever was, but this method of examination does mean that if a student does not do well in a module, he or she can re-sit the examination with the next set of exams without fear of a detrimental grade being revealed, or included, in the overall grade if the student does better the next time round.
There are those who argue that this system is better because it is continuous assessment and so students, and their teachers, know what needs extra work. This argument falls flat though because any good teacher would be continually assessing the students anyway.
Another, more valid argument, is that students who are dyslexic get a raw deal when it comes to examinations, even though there are some concessions made, and that the modular way of examining benefits them more than the traditional way.
Some subjects at particular levels, GCSE; AS and A level, for example can be modular rather than the earlier method of examining the whole course content at the end. This method of examination has raised concern and more than a little criticism from those who argue that this makes the qualification easier to achieve.
There is absolutely no doubt that the content of the courses is no easier than it ever was, but this method of examination does mean that if a student does not do well in a module, he or she can re-sit the examination with the next set of exams without fear of a detrimental grade being revealed, or included, in the overall grade if the student does better the next time round.
There are those who argue that this system is better because it is continuous assessment and so students, and their teachers, know what needs extra work. This argument falls flat though because any good teacher would be continually assessing the students anyway.
Another, more valid argument, is that students who are dyslexic get a raw deal when it comes to examinations, even though there are some concessions made, and that the modular way of examining benefits them more than the traditional way.
