Exams help teachers see what kids know, but some say it’s time to stop the clock

Students in the US are regularly tested on their knowledge of class materials, from midterms to finals. Traditionally, educators have put time limits on tests ________ they believe it’s fair to give most students the same amount of time, and they also think students who really know the material should be able to answer all the questions during that time. Studies have shown, however, that the ________ to take a test quickly doesn’t reflect (反映) a student’s intelligence or knowledge of the material. Timed tests simply favour (有利于) students who can think under pressure. What do you think? Should we get rid of timed tests?

Yes—having a time limit on tests can be unfair

Time limits on tests give an advantage to students who can think quickly and stay calm. That has ________ to do with how much they know or how much they’ve studied. Many students, including people with learning difficulties, need more time to focus on their thoughts. They can get stressed and anxious (焦虑的) and even have trouble sleeping the night before a test, which will affect their performance. Not everyone can express his ideas or knowledge while the clock is ticking. Studies show that when students have time to focus on the questions, they give more thoughtful answers and ________ remember the material better.

No—it’s important to have time limits on tests

Giving students the same test with the same time limit is a fair way to test and compare their knowledge and abilities. While some students may need extra time due to specific needs, not everyone does. ________ there is a time limit for students to finish a test, they won’t learn how to manage their time or decide how much time to spend on each question. Time limits encourage students to trust their knowledge, make decisions and move forward, which helps build ________.

Learning to work efficiently and quickly is also important in the real world, including in the workplace.

“If I ran my business the way you people operate your school, I wouldn’t be in business very long!” I said before a group of angry _______. I represented a group of business people who wanted to improve public schools. I was a manager at an ice cream company that became________ when People magazine chose our blueberry as the “Best Ice Cream In America.”

As soon as I finished, a woman raised her hand. To my surprise, she appeared________and pleasant. “We are told, sir, that you _________ a company that makes good ice cream.”

I replied _______, “Best ice cream in America, Madam.”

“Sir,” she said, “________ you are standing on your receiving dock (码头) and you see a shipment of blueberries of poor quality ________, what do you do?” At once, I knew the question was a trap, but I wasn’t going to _______. “I send them back.”

“That’s right!” she raised her voice, “but we can ________ send back our blueberries. We take them big, small, rich, poor, gifted, confident, homeless, rude, and brilliant. We take them all! And that, sir, is why it’s not a(n)________. It’s school.”

In an explosion, all 290 teachers_______ to their feet and yelled, “Yeah! Blueberries! Blueberries!” And so began my long transformation (转变).

Since then, I have visited hundreds of _______. I have learned that a school is not a business. For one thing, schools are unable to ________ the quality of their raw (未加工过的) material.

Yet it doesn’t refuse the need for change. We must change how we teach to give all children the chance to become ________. But educators cannot do this alone. These changes can happen only with the understanding, trust, permission, and active _______ of the whole society. Therefore, to improve public education means more than changing our schools, it means changing the whole country.

It was the last day of the final examination in a large eastern university. On the steps of one building, a group of engineering seniors gathered, discussing the exam due to begin in a few minutes. On their faces was confidence. This was their last exam — then on to _______ and jobs.

Some talked of jobs they already had, others talked of jobs they would get. With the certainty of four years of college, they felt ready and able to take _______ of the world.

The coming exam, they knew, would be a(n) _______ task. The professor had said they could bring any books or notes they wanted, requesting (要求) only that they did not _______ each other, during the test.

_______ they entered the classroom. The professor passed out the papers. And smiles appeared on the students’ faces as they noted there were only five essay-type questions.

Three hours had passed _______ the professor began to collect the papers. The students no longer looked confident. On their faces was a frightened expression. Papers in hand, no one spoke as professor faced the class.

He looked after _______ faces before him, and then asked, “How many completed all five questions?” _________ a hand was raised.

“How many answered four?” Still no hands.

“Three? Two?” The students moved restlessly (不安地) in their seats.

“One, then? Certainly somebody finished one.” But the class remained silent.

The professors put down the papers. “That is exactly what I _______ ,” he said. “I just want to impress upon you that ____________ you have completed four years of engineering, there are still many things about the subject you don’t know. These questions you couldn’t answer are relatively common in everyday practice.” Then smiling, he added, you will all pass this course, but remember- even though you are now college graduates, your education has just ____________ .

The years have ____________ the name of this professor, but not the lesson be taught.