Education is intended to develop knowledge, creativity, practical understanding, and problem-solving ability in students. However, it is often observed that written examinations remain the primary method used to evaluate student performance in many educational systems.
In many situations, students are mainly judged based on marks obtained in limited-time written tests, even though individuals may have different learning styles, practical skills, creativity, communication ability, or innovative thinking.
I have observed that students who perform well in practical activities, discussions, creativity, or problem-solving may not always achieve equally high scores in traditional written examinations. At the same time, exam pressure can create stress and reduce focus on deeper understanding.
This problem highlights the gap between overall student capability and the methods used for evaluation. Exploring more balanced ways of assessing knowledge and skills may help create a broader understanding of student potential.