Unfair Education System: Exam Results Don't Reflect Efforts

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Discussion Overview

The discussion revolves around the perceived unfairness of the education system, particularly in how exam results reflect students' efforts and understanding of the material. Participants share personal experiences related to exam preparation and outcomes, focusing on civil engineering exams and the effectiveness of different study strategies.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • One participant expresses frustration over their extensive preparation for an exam, only to find the questions were largely repeated from previous years, leading to a belief that the education system is flawed.
  • Another participant argues that despite lower grades, a deeper understanding of the subject will benefit students in their future careers, contrasting this with those who only study to pass exams.
  • Some participants suggest that grades may initially help in securing jobs, but true competence is necessary to maintain employment.
  • There is a discussion about the effectiveness of studying throughout the course versus cramming before exams, with differing opinions on which approach is more beneficial.
  • One participant notes that good grades do not necessarily equate to job readiness, emphasizing the importance of practical knowledge and experience.
  • Another participant challenges the idea of relying solely on grades for job opportunities, sharing their own experience of securing a placement despite average grades.
  • There is contention over the idea that studying solely to pass exams is a waste of time, with some advocating for a more holistic approach to learning.

Areas of Agreement / Disagreement

Participants express a mix of agreement and disagreement regarding the value of grades versus actual understanding of the material. While some believe that grades are important for job prospects, others argue that true knowledge and skills are what ultimately matter in the workplace. The discussion remains unresolved with multiple competing views on the effectiveness of different study strategies and the implications of grading systems.

Contextual Notes

Participants reference personal experiences and opinions without reaching a consensus on the best approach to studying or the fairness of the education system. The discussion reflects a variety of perspectives on the relationship between effort, grades, and future job performance.

  • #91


coverme said:
Here those who have brought higher grades in their exam have declined OP, and the average graders have either became neutral or favoured OP
The world is just like this we often favour the people which are alike us

Sorry how do you know our grades? My grades are average on the basis that is what they come out as. I get B's in some and A's in others with one or two C's. That is a fairly average set coming to an overall B. However in terms of each subject most are pretty good.

I don't see anyone here posting their grades or much about them. Do not make such a statement.
 
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  • #92


coverme said:
Albert Eeinstine told, Creaativity is important than Knowledge.
I'm guessing Einstein wasn't preparing for an undergraduate exam when he said that ...
 
  • #93


I think we also have to think about the test (Is it of quality) . In my country the exam are cannot determine the skill, it determine the KNowledge only,I think if I could provide the model question(In micrrosoft document)if that is allowed
I am in Grade 12
 

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