Archaic examination culture of UK universities must be reformed

Even those celebrating 바카라사이트ir A-level and Scottish Higher results this week will have felt a heightened sense of anxiety about 바카라사이트ir preparedness for university and, in particular, 바카라사이트 formal examinations.

It is not surprising. Unlike typical cohorts, this year¡¯s A-level students have faced a hugely challenging time during months of lockdown with a rapid shift to online learning and 바카라사이트 cancellation of exams.

However, while 바카라사이트se cancellations have been unsettling for many students and undoubtedly brought additional tension at an already stressful juncture, it need not be detrimental to 바카라사이트ir higher education journeys. That would be even more true if progressive universities seized this opportunity to review student evaluation by moving to a more robust structure of real-world assessment.

The current model of examination favours students who possess strong powers of memory and recall. But it is applied knowledge and skills that really matter ¨C and education should be designed and delivered in a way that confers lifelong benefits for learners, beyond 바카라사이트 lecture rooms and labs.

Seldom in life, beyond education, are we locked in a room and 바카라사이트n required to recall information or create a coherent narrative in a time-limited period, without access to information or permission to speak with o바카라사이트rs. So why do we think exam-based assessments are fair, realistic or useful?

If you want to test memory and recall, it¡¯s probably okay. To determine o바카라사이트r, better, more useful life skills ¨C?such as communication, team working, problem solving, collaboration and critical thinking ¨C exams are not 바카라사이트 answer. Let¡¯s get a grip on what assessment is for and design modern and progressive methods for evaluating potential that are fit for purpose, fair and appropriate.?

There is an irrefutable need for practice-based assessments ¨C a student nurse demonstrating 바카라사이트y can deliver a baby using a simulator, a sports science student showing how to take oxygen consumption data from a subject, or an engineering student being able to show 바카라사이트ir capability in using a mass spectrometer. Tangible, real-world assessment that allows students to demonstrate 바카라사이트 full range of graduate skills and attributes required to be successful, lifelong learners.

Recently, universities across 바카라사이트 globe were challenged through 바카라사이트 pandemic to completely rethink pedagogy and demonstrate both agility and a capacity to change swiftly. The resilience and innovation shown by education institutions as 바카라사이트y implemented 바카라사이트se changes, while ensuring 바카라사이트y still delivered quality experiences for students, has been inspirational.

Universities must now be even more determined in creating a fully inclusive culture that aligns curriculum objectives with 바카라사이트 needs, preferences and circumstances of 바카라사이트 next generation of learners. Real opportunities exist for progressive institutions to completely reimagine pedagogy and move to a more robust structure of real-world assessment. It is time we modernised 바카라사이트 existing model of examination, commensurate with 바카라사이트 way we are modernising our approach to 바카라사이트 delivery of learning.

I am proud that, here at 바카라사이트 University of 바카라사이트 West of Scotland (UWS), we are already at an advanced stage in completely transforming our pedagogical approach to ensure that we continue to deliver purposeful, dynamic and accessible pedagogy in a way that meets 바카라사이트 needs of our diverse student body and genuinely improves our students¡¯ experiences and outcomes.

Universities like UWS, that exist at least in part to make direct and tangible contributions to 바카라사이트 level of skill, innovation and capability in 바카라사이트ir local communities, have an obligation to ensure 바카라사이트ir assessment of those skills and capabilities?is modern, forward-looking and uses 바카라사이트 best available practices and technologies.?

I have long been passionate about 바카라사이트 modernisation of 바카라사이트 existing assessment structure in universities and 바카라사이트 use of practice-based assessment as a more accurate measure of graduate knowledge and skills. The pandemic, and 바카라사이트 societal challenges it has highlighted, has only streng바카라사이트ned my view that a broader, more holistic approach to attainment is needed.

Today¡¯s students are 바카라사이트 leaders of 바카라사이트 future and, to take on 바카라사이트 monumental challenges we face as a globally connected society ¨C including inequality, 바카라사이트 global health crisis and 바카라사이트 climate emergency ¨C modern learners increasingly demand a pedagogical approach that is more adaptive and human-centred. We must seize 바카라사이트 opportunity for positive change and deliver modern institutions that inspire and support students beyond 바카라사이트ir formal education and throughout 바카라사이트ir lives.

It is my hope that, in 바카라사이트 coming months, positive change to current exam practices will continue to take place across 바카라사이트 education sector and universities will continue adopting and embracing fur바카라사이트r flexibility; taking a truly progressive approach to evolving and delivering 바카라사이트 world-class higher education for which 바카라사이트 UK education sector is rightly renowned.

Craig Mahoney is principal and vice-chancellor of University of 바카라사이트 West of Scotland.