The key answer of exercise 2
The key to exercise solutions in chapter 8.7 - Writing for the textbook Focus 5 - Workbook with authors Daniel Brayshaw and Tomasz Siuta from Pearson Education
Question
Read the task and the model letter and underline arguments that refer to the three bullet points in the task.
- Allowing Internet access during exams goes against the whole idea of traditional evaluation and would mean a complete redesign of the assessment process.
- Students won't retain core subject knowledge if they can simply copy facts from websites during exams.
- What is the point of, for example, a language exam, if students can just use an online translation tool? Exams are easier than they were these days anyway, without dumbing them down even further by allowing Internet access.
Answer
- ... in the 21st century, the Internet is used constantly to search for answers to all manner of questions that arise during our working and private lives. If the role of education is to prepare us for real life, then perhaps traditional assessment methods do need to be overhauled.
- Today's reality is that, rather than regurgitating facts, students need to demonstrate their ability to filter, interpret and apply online data. Should we not, therefore, in addition to encouraging retention of core knowledge, include at least some exam questions that allow the use of the Internet and test these skills?
- Taking the author's example of languages, it would indeed be difficult to argue that Internet access during exams is appropriate for all subjects. However, were tasks designed appropriately, some subjects would be more suited to the digital equivalent of open-book assessment. Contrary to your reporter's claims, I do not believe this would necessarily reduce the level of challenge these exams present. As a case in point, many professional exams are open-book, and far from making them easier, the wealth of information to hand and the limited time available create challenges akin to realities of the world of work.
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