@impactology I agree. As there were writing tests in ancient china, i think the testing is nothing more than authority establishment within a buerocracy.
Whole concept of competitive entrance exams is nothing but arbitrary rate limiter for physical constraints of "limited seats" which usually translates into barrier for maintaining class divisions.
It's completely unnecessary because of the nature of knowledge which is processual. Nobody's intelligence, creativity is "fixed" for life and certainly not via their test-taking ability to memorize heuristics.
@dTram In the end entrance exams and quantification of learning via grades, marks, percentages are just designed for the convenience of school and college administrators and teachers given the limits on the amount of people they can train
Especially considering no scientist or engineer is judged by their ability on how accurately and quickly can they reproduce a solution to set of predictable problems via heuristics, it's rather their imaginative abilities to identify, frame, reframe problems come up with hypothesis, theories
"Although error avoidance during learning appears to be the rule in American classrooms, lab studies suggest that it may be a counterproductive strategy, at least for neurologically typical students"
"Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning"
Pedagogies of Kindness and Respect: On the Lives and Education of Children Edited by Paul L. Thomas, Paul R. Carr, Julie A. Gorlewski, Brad J. Porfilio
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