ancomsi

The system I'm suggesting which admittedly wasn't fleshed out in a single paragraph is really a complete overhaul of assessments to fit remote teaching. You'd have to actually craft real-time continuous assessments for each subject that fit each subject, just like you have to do for exams anyway, but the benefit is you do it in mass amounts making it easier to get a mean performance compared to just 1 or 2 exams. How it currently works is that these types of assessments are treated as second class citizens which i guess was really my frustration.

Also these days I'd heavily debate your premise- i think exams are more of a test of memory and being able to game the system especially in the UK where you are given a test bank of past papers which are almost identical to exam papers. I was a terrible student until 2 weeks prior to the final exam where I grinded maybe 6 or 7 past papers and at least 3 out of 10 questions were carbon copied from previous papers. I would not be able to approach a problem that fit outside of the structure of the problems in the exam papers in the real world.

If remote learning is going to continue for the foreseeable future why don't assessments adapt to that environment? Stop testing and maybe rely more on projects and prepared speeches? Maybe continuous in-class real-time questioning to see if the student is keeping up? Sounds obvious but I know for a fact that it's not happening.

I've always thought those things were better than exams before remote learning regardless and many school boards weigh them similarly in aggregate. Testing was always a bit of a flawed model pandemic or not.