ABSTRACT
The chapter first discusses the dominance of examination culture and growing anxiety that examinations are overvalued. It then considers the case both for and against examinations. While it notes five apparently worthwhile educational advantages, the chapter develops the argument that examinations are anti-educational in themselves. They are also damaging in many of their outcomes, such as the temptation for cheating and the promotion of stress, health and identity problems. The chapter goes on to discuss a responsible attitude towards examinations, noting especially the distinction between assessment which is an inherent part of teaching and learning and the studied tabulation of results for purposes other than education. Where formal assessment is unavoidable, continuous assessment is discussed and some suggestions are given for rendering examinations properly educational. The chapter ends by calling for severe reduction in the status of examinations.
