Memorization and examinations aren’t beneficial to us

Photo by Alberto G., via flickr

Moises Fuertes/Staff Writer

What is our memory good for, if asking Google any question gets us the answer- usually the better one?

At FIU, and as university students in general, we are taught to think analytically. To analyze, discuss, synthesize our analysis and try to reach some type of cohesive conclusion. We are, by default, put into an environment that encourages communication with the rest of the students via lectures, which usually lead to projects and presentations–as part of most, if not all, classes.

We also have exams, some of which are great, poor or simply redundant.

Today, I want to bring those redundant exams into perspective. Namely by asking, why do certain professors create their exams in such a way as to only have them be memorization contests?

It baffles my mind, honestly.

Right before graduating high school I thought to myself, “Finally, there should be some interesting discussions at the university level,” and to be frank, there are. My main problem with some professors is their lack of creativity when making exams, most of which tend to fall under the multiple choice category, or the even worse combination of multiple choice and petty attempts at confusing the student through the use of six to eight different choices.

I’m looking at you, C. D+A, D. A+B, E. A+C, F. None of the above, G.C+B.

I don’t think highly of professors who attempt to confuse me by changing the last name of a historical figure.

Interestingly, I find that memorizing the names and dates of events becomes much easier once I have analyzed said person and discussed his or her accomplishments and why they were relevant at the time. To me, the “why” is the most important factor in any discussion.

Let me make something clear: I have nothing against memorization. The stipulation I have with examinations which emphasize memorization is the fact that those examinations ask for little, if any, analytical process. There is no synthesis, or explanation of my internal analysis, there exists only one answer.

This turns students into memorization machines. Something, which I might add, computers will always surpass us in.

Many students opt to memorize the exam notes through rote memorization, a memorization technique based on repetition, as oppose to taking in the message and actually analyzing it. This process is extremely stressful. But above that, it’s just useless. Most of that memorized information will evaporate once the exam is finished. By the time the semester ends, the students will more than likely remember very little of it.

Students who cram for exams can attest to that.

According to Judy Willis’s “Bad for the Brain: Goodbye to Unsustainable Education Models,” “boredom, frustration, negativity, apathy, self-doubt and the behavioral manifestations of these brain stressors have increased in the past decade. As facts increase, as over-packed curriculum expands, and as demands for rote memorization for high stakes testing intensify, the brains of our students have reacted to the increased stress.”

I propose a simple solution to this form of test-making. Divide your exams into two portions. Half can be multiple-choice, the second half must be short answer or essay format.  This way, students can properly analyze any given subject brought up in the course. It will encourage discussion in lectures and will help sink the message in.

While I realize that multiple choice exams are quick and easy to grade, the downside of it is that, as a student who likes to analyze, I see no learning experience from an exam that is completely centralized on multiple choice. Make us actually use our brains. I’m not paying tuition so professors can teach me how to memorize information effectively.

The last thing I want is to think that some of the courses I took were a waste of time. Professors need to help us make connections with the courses and the information they give us. At the end of the day, the “who,” doesn’t really matter; what matters is “why.”

 

moises.fuertes@fiusm.com 

Sources:

1. “Bad for the Brain: Goodbye to Unsustainable Education Models,” via edutopia.org 

About the Author

Moises Fuertes
: a Digital Media Studies student at FIU. His productions include audio commercials, video coverage/reviews and still-image projects. He specializes in the video game industry and social media.

Be the first to comment on "Memorization and examinations aren’t beneficial to us"

Leave a comment

Your email address will not be published.


*