Formal examinations are the only effective way to assess a student's performance. Continual assessment such as course work and projects is not a satisfactory way to do this. To what extent do you agree or disagree with this statement?

Those who champion formal examinations, be it written or practical, as the only effective assessment tool of the university

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performance

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performance believe that continuous assessment

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as projects yield unreliable evaluations of

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capability. I strongly disagree with

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opinion for two reasons which will be elaborated as follows. Formal examinations, which only gauge how students perform in a given time, are a subjective measure of

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performance. There are various contributors to

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outcomes

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as students well-being and weather conditions which may prevent

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-takers from achieving their best selves under

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conditions. Assume that a high-performing

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whose car has a flat tire failed to arrive at the

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venue and

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, is prohibited from taking the examination. The most probable mark that he can obtain is 0%, since he is marked as non-attendee, which consolidates my belief that formal

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is not an objective method to evaluate one’s learning. Course work and group projects can enhance one’s soft skills which are of paramount importance in the contemporary workplace. One is in no position to exclude himself from interacting with others in a team project, thereby forcing him to communicate, deal with arising problems, mediate a conflict which hinders a group’s progress. These encounters will gradually, but surely establish a concrete foundation for soft skill to improve, thanks to which one can become a perfect applicant for forthcoming job opportunities. In conclusion, while formal exams cannot impartially measure students’ educational progress, ongoing assessments,

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, are fairer, and capable of nurturing soft skills. Lest university graduates become insufficiently prepared for future work, group projects and coursework should be at the heart of tertiary education.