BluntCrazeMan:
I hope I am making sense here.
I hope this small contributions of mine can be seen, and be considered..
..
It pains me so badly that we have lots of graduates that have absolutely nothing good to offer.

Moh247:
The current examination system is not effective anymore, I think we truly need a paradigm shift and o.ps suggestions are quite useful

BluntCrazeMan:
I will go straight to the point.
..
..

1. At earliest stages (Nursery, and Early Basic Stages), pupils should be tested with examinations that ascertain their motor skills, and every other basic skills and basic abilities..

2. At mid stages (Basic Classes, and Junior Collage Classes), The students should be tested with examinations that dwell more on ascertaining the strength of their retentive memories.

(2b. Then, at Senior Collage, the students should be gradually introduced to “knowledge-based examinations”, which test the residual and acquired knowledge of the students on the subject, and not necessarily what the students remember. Thus, the exams should be in forms that allow and encourage the students to give their answers in their very own words, and not necessarily the way it was presented inside the textbooks.. In fact, anybody who presents an answer similar to what was contained inside the textbooks shouldn't have any score.)

3. At later stages (Higher Institutions), the students should be tested with examinations that ascertain the “Applied Knowledge” of the students (Starting from their First Year in the Institutions). This type of examination is known as “Application-based Examination”, and it tests the “Problem-Solving Skills” of the students.
At this stage, examinations should be more of “solving” real-life situations, and the students are even allowed to use textbooks if they wish - because the answers are not even inside the textbooks to start with - the answers to such examinations are in the internal ability of the students to apply their knowledge.
For Instance, an examination that contains a “problem” that was well described, and the students were required to provide a solution to the problem based on their knowledge of the subject in question - is an “Application-based Examination”.
Thus, no two answers are supposed to be the same.




..
..
***WITH ALL THESE SAID...
Nobody can leave the Higher Institutions of learning, and still be feeling like he has absolutely nothing inside him.


It pains me deeply whenever I see University Examination Papers with Objective Questions, and such examinations would be expecting the so-called University Students to fill in the gaps or blank-spaces with the required missing words or phrases or sentences..
Meaning that, they are still testing the retentive memories of such students of higher institutions??

It even pains more when one sees a so-called “graduate” of a higher institution of learning, who doesn't even know the practicability of the course he read and graduated from.

Thattallgirl:
Hi! I don't agree with testing pre-primary pupils or grading them. At that stage, what they need is to be exposed to several knowledge and skills for their age but not to be graded or tested. Yea they can have classwork but not to be graded.

I agree a little on senior secondary education but I'd add primary and junior secondary school too. There are some subjects that require the students to give answers based on what was taught or in the textbook...like mathematics or languages or other subjects but I get your point. Your point is that for some subjects probably like government or history or some other ones that have to do with definitions or stories or discussions, students should be able to give answers in their own words (of course it has to be also correct) and not the exact words written in the textbook.

For higher institutions, I completely agree. I was also given "German questions" in the university to fill in the gaps and to write exactly what was written in our books or when the lecturers dictated. And yea, imagine lecturers dictating notes or writing on the board in the university lol. I don't even like teachers dictating notes in secondary school or writing on the board as I see it as a waste of teaching time, not to talk of university. Problem solving questions? Yea I agree and I believe practical is almost dead in our education system both in primary and secondary school as well as university. All we know is theory and "la cram la pour".

LordIsaac:

I know universities that set applied questions. Stop generalising.

BluntCrazeMan:
I will go straight to the point.
..
..

1. At earliest stages (Nursery, and Early Basic Stages), pupils should be tested with examinations that ascertain their motor skills, and every other basic skills and basic abilities..

2. At mid stages (Basic Classes, and Junior Collage Classes), The students should be tested with examinations that dwell more on ascertaining the strength of their retentive memories.

(2b. Then, at Senior Collage, the students should be gradually introduced to “knowledge-based examinations”, which test the residual and acquired knowledge of the students on the subject, and not necessarily what the students remember. Thus, the exams should be in forms that allow and encourage the students to give their answers in their very own words, and not necessarily the way it was presented inside the textbooks.. In fact, anybody who presents an answer similar to what was contained inside the textbooks shouldn't have any score.)

3. At later stages (Higher Institutions), the students should be tested with examinations that ascertain the “Applied Knowledge” of the students (Starting from their First Year in the Institutions). This type of examination is known as “Application-based Examination”, and it tests the “Problem-Solving Skills” of the students.
At this stage, examinations should be more of “solving” real-life situations, and the students are even allowed to use textbooks if they wish - because the answers are not even inside the textbooks to start with - the answers to such examinations are in the internal ability of the students to apply their knowledge.
For Instance, an examination that contains a “problem” that was well described, and the students were required to provide a solution to the problem based on their knowledge of the subject in question - is an “Application-based Examination”.
Thus, no two answers are supposed to be the same.




..
..
***WITH ALL THESE SAID...
Nobody can leave the Higher Institutions of learning, and still be feeling like he has absolutely nothing inside him.


It pains me deeply whenever I see University Examination Papers with Objective Questions, and such examinations would be expecting the so-called University Students to fill in the gaps or blank-spaces with the required missing words or phrases or sentences..
Meaning that, they are still testing the retentive memories of such students of higher institutions??

It even pains more when one sees a so-called “graduate” of a higher institution of learning, who doesn't even know the practicability of the course he read and graduated from.

BluntCrazeMan:
I hope I am making sense here.
I hope this small contributions of mine can be seen, and be considered..
..
It pains me so badly that we have lots of graduates that have absolutely nothing good to offer.

edward1106:


If you're on Twitter, or Facebook, post it and tag the ministry of Education.

BluntCrazeMan:
I hope I am making sense here.
I hope this small contributions of mine can be seen, and be considered..
..
It pains me so badly that we have lots of graduates that have absolutely nothing good to offer.

Delicious22:
look at this illiterate urchin, what do you know.

Czartrips:


First lecturers and teachers should do their job well. Do u think what they do in most schools are teaching?. Some lecturers don't even know what they are teaching how can a prof of mathematics tells me 4x+x²= 5x²

sammirano:
Two answers can be same even for real-life based questions you don't have the monopoly of ideas

Hadassahly:


You are correct. They have to be considered and the matter is actually connected with other factors.

The current crop of exam markers are largely teachers, people who are already burdened with so much task from their primary places of work, but, who, need extra cash, because they aren't getting paid enough.
In my opinion, for OP's submissions to work, teachers, both in the public or private schools have to be paid and rewarded better than what they currently get. In addition, there has to be massive and transparent recruitment of graduates, for the sole purpose of examination marking. Say, graduates of agricultural science in a state, employed to mark only agricultural science, Animal husbandry etc.

I think that will make things easier.

BluntCrazeMan:
Who generalised??
Just point out the places where I generalised..

I dropped an opinion on Nairaland based on the things I am seeing., And you on your side, you couldn't relate properly with the opinion, instead of you to skip, you still jumped into the thread and be saying things that are not adding up.



With all due respect,,
I humbly suggest you quit this thread..
I am not here to argue with you.

As for the payment to lecturers which you mentioned, even if their current pay is tripled, the ones that usually set those poorly-constructed exams would Never change their pattern of setting exams.

There is need for a foundational change as well as a systemic change which should compulsorily cut across the whole educational system in Nigeria


You can continue to stay there and be saying “Some students did this, some lecturers did that, some Universities did this-and-that”

LordIsaac:
Pay Nigerian lecturers well and they will churn out "productive graduates." Simple!

onuman:



Some people will abuse you for not adding Arabic language and Islamic studies at the early stage.

BluntCrazeMan:
I hope I am making sense here.
I hope this small contributions of mine can be seen, and be considered..
..
It pains me so badly that we have lots of graduates that have absolutely nothing good to offer.