Discussions regarding the format of examinations in higher education institutions have always been of current importance. While some universities prefer the test method, others implement written or oral examinations. This difference leads to the formation of various approaches among students regarding examination load, fairness of assessment, and the real measurement of knowledge. While test examinations are criticized for being answered more quickly and relatively easily, sometimes prioritizing rote learning over actual knowledge, written examinations are considered more demanding in terms of the volume of material and the requirement for detailed explanations in answers.
The point is that the examination format directly affects not only students' results but also the overall quality of teaching. Which assessment method reveals knowledge and skills more objectively and comprehensively, and encourages students to think and adopt an analytical approach, is among the main topics of discussion.
Speaking to Modern.az on the topic, education researcher Elmin Nuri stated that, first and foremost, test and electronic test examinations should be gradually abandoned in session, summer, and winter semester exams.
“It is gratifying that our universities are already taking steps in this direction. Because a university is a university, and its mission and purpose are different. At university, a student should approach exams not as an applicant, but as a future personnel candidate in their chosen specialty. They should perceive the exam as a preparation mechanism for the future labor market.”
The expert also emphasized that students should approach exams not from the perspective of “let me just pass this and get it over with,” but as a process that instills self-confidence and professional belief:
“It is precisely when this perspective is formed that the essence of the exam, its perception in the student's eyes, completely changes. Only then does the student understand that a test examination is a mechanism where facts are memorized and stored in short-term memory to be answered, and this is not particularly beneficial for them in the long run.”
E. Nuri regretfully noted that the majority of our students still do not think this way:
“For many of them, the examination process is built upon the approach of “whatever it takes, let me overcome this, let me pass.” It can be said with certainty that some students forget 90, and sometimes even 99 percent of their knowledge in that subject very quickly after taking the exam. However, if that subject is an important component of our specialty, this knowledge should remain in our memory long-term.”
He also brought to attention that this approach might be somewhat acceptable for non-specialty subjects:
“However, this cannot be allowed for specialty subjects. Because it is precisely this knowledge that will support us in our future professional activities, literally “holding our hand,” as they say. Unfortunately, we do not pay enough attention to this point.
For this very reason, written examinations are extremely important for us. Written examinations reveal a student's analytical thinking ability, the quality of their knowledge, and their self-expression skills significantly better compared to test examinations. Test examinations, however, are largely devoid of these opportunities. I can say this with complete certainty,” E. Nuri noted.
In a statement to our website, education expert Elchin Afandi emphasized that examinations in higher education institutions are mainly organized using either written or test methods, and stated that in recent years, one specific method out of these two has been applied:
“In some universities, examinations are conducted entirely on a test basis, and no written examination is foreseen, while in others, almost exclusively written examinations are held. Overall, from the perspective of meaningful assessment of results, written examinations have more advantages.”
E. Afandi also believes that written examinations encourage students not towards rote learning, but towards analytical thinking on the subject, and expressing their knowledge and skills:
“At this time, the student's writing skills, level of understanding of the topic, and ability to form independent opinions are assessed more objectively. The main goal is to achieve objective, not subjective, assessment. In the test method, however, students are mainly inclined towards memorization and find it difficult to express their own thoughts,” the expert stated.
