03 Exam against Exams
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The Exam against Exams is a typographic project based on my immense
dislike of exams. The way that they are used to create huge amounts of stress
beyond what one would experience in most lines of work to standardize
intelligence. Exams have created many issues throughout education on a global
level, and it is through looking into this issue and talking about the question
of what makes exams so ineffective that hopefully change
might occur.
To properly investigate this issue and tease out the flaws of exams, a three-part exam paper targeting teachers and educators was created. The first tackles the issue of how exams are designed for a specific type of student to do well in. If one assumes that there are a multitude of learning styles such as visual, aural and tactile, exams only allow for very specific students to do well. To emulate the impossibility of exams for some students, a bland, heavily contrasting page filled with impossible-to-answer questions was created. The second paper is designed to give the teachers an example of what a better paper might consist of – giving students the ability to explore topics instead of needing to memorize quotes and write the same essay a thousand times. Here, it is not about standardization but instead about the student’s ability to break down and understand questions and create an interesting answer. The third and final paper takes studies and articles that are pro and against exams and asks the one interacting with the paper to read through them and write down what they think. Are exams useful or are
they damaging?
of what makes exams so ineffective that hopefully change
might occur.
To properly investigate this issue and tease out the flaws of exams, a three-part exam paper targeting teachers and educators was created. The first tackles the issue of how exams are designed for a specific type of student to do well in. If one assumes that there are a multitude of learning styles such as visual, aural and tactile, exams only allow for very specific students to do well. To emulate the impossibility of exams for some students, a bland, heavily contrasting page filled with impossible-to-answer questions was created. The second paper is designed to give the teachers an example of what a better paper might consist of – giving students the ability to explore topics instead of needing to memorize quotes and write the same essay a thousand times. Here, it is not about standardization but instead about the student’s ability to break down and understand questions and create an interesting answer. The third and final paper takes studies and articles that are pro and against exams and asks the one interacting with the paper to read through them and write down what they think. Are exams useful or are
they damaging?