COMPARISON OF AMERICAN AND EUROPEAN FINAL EXAMINATIONS * ALEXANDERLOWY,UNIVERSITY OX PITTSBURGH, PITTSBURGH, PBNNA.
A discussion and comparison of our method of final examination and the European method is given. The chief differences, ch advantages and disrdvantages of each method are enumerated. The method of conducting final examinations is still a debatable one and innolnes considerable thought.
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During a recent trip abroad, the writer visited, just a t the close of the school year a t the time of final examinations, the chemistry departments of many universities in d l e r e n t countries. The differences between their methods of examinations and those to which we are accustomed in our schools were quite noticeable. The chief difference noted was that our examinations are mainly written while theirs are mainly oral. This leads to the question: what is the purpose of final examinations, and what method accomplishes this purpose most effectively? Is i t the written or the oral type, or perhaps both? Then again, why is it that here the written examinations are in vogue with practically no oral, while abroad it is just the reverse? Carefully thinking this matter over, one wonders which is the best method and which accomplishes the best results. Evidently there must be certain advantages and disadvantages attached to both methods and these will be discussed in this paper. Written Examinations Advantages. Many of the undergraduate courses are taken by large classes and these can be examined a t the same time. It is necessary to prepare only one or perhaps two sets of examination papers. Usually the examinations last from two to three hours. When preparing a written examination, a variety of questions can be formulated to cover the contents of the course and thus really test the knowledge of the students. During the written examination, the student is a t perfect ease and is not disturbed. He has ample time to collect his thoughts. To the slow thinker, this method is especially beneficial. He can answer certain questions a t once and can spend more time later in working out the others, such as problems, etc. The papers are usually graded by several members of the staff and, in this way, the grading is comparatively simple and more likely to be fair. Then, also, in case of erroneous grading, one can always refer to the papers. Disadvantages. While there are distinct advantages t o written examinations, there are, however, many disadvantages. For example, there is entirely too much time consumed in writing answers, which is somewhat tiresome to the student. He may neglect t o insert minor points * Paper No. 210 from the Chemistry Department. 1345
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JOURNAL OF CHEMICAL EDUCATION
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in his answers and thereby fail to receive full credit. It happens sometimes that the student does not understand the question, and using this method he cannot be aided by any suggestions which would lead him to an understanding of it. Also, irregular practice, such as copying, etc., can be resorted to by the students. The greatest disadvantage in using the written examination is that i t does not train the individual to answer questions extemporaneously, which is so important in life. Once the student leaves school and enters his life work, he is very seldom subjected to written tests.
Oral Examinations We are familiar with the method used in conducting written examinations as practiced in American institutions. It may be of interest to note how a final examination is conducted abroad. The student is called up to the professor's desk, while others of his class remain seated. He is then questioned by his examiners. At most of the universities there are two examiners. The examination lasts approximately ten minutes. While one student is being examined the others are very attentive. After witnessing quite a number of these oral examinations, certain advantages and disadvantages of the method became evident. Advantages. One of the outstanding advantages of oral examinations is that it trains the student to be self-reliant and a rapid thinker. These qualities help to prepare him for life. Another advantage is that while the student is being examined, the examiner can suggest certain leading questions when he does not have a direct answer. He can answer more fully verbally than in writing and i t takes less time. He can be questioned on minor points and in detail. While one student is answering, his fellow students are attentive and thereby gain additional knowledge. The student has no way of resorting to any irregular practice. The oral examination serves the purpose for small classes but is hardly possible for large classes such as we have here. Disadvantages. During the examination, one notices the nervousness and anxiety of the students in their seats and particularly the one being examined. The professors are also under great strain, since they have to conduct them for several days. It is an exceedingly tiresome task for the examiner and many of them admit it. These examinations are decidedly objectionable to a slow thinker. Taking human nature into cousideration, one wonders just to what extent personal favoritism and prejudices can be exercised. The grading certainly cannot be as accurate as for a written examination. Neither can the examination be as comprehensive as a written one. For example, an oral examination which lasts only about ten minutes for each individual can hardly be considered a deciding factor for passing or failing. What written evidence is there in case of an errone-
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ous judgment? There is no examination book to refer to. Besides, i t is a well-known fact that the average student does not do his best a t an oral examination. This fact is very often proved a t our oral examinations for master's and doctor's degrees. Another disadvantage is the fact that not all the students are subject to the same examination and it does not seem quite as fair as where all have the same questions. General Comment Considering the advantages and disadvantages of both methods and noticing particularly the nervous strain of the students during examination, the writer is still in favor of our own method. He has discussed the problem of examinations with a number of European chemistry professors, and while they still favored their own plan they passed favorable comments about our method. After due consideration, there is still "food for thought" for everybody concerned.
