Mukhammad Abrayev | English

The pie charts give information about different types of working sectors - towns A and B - 1960 and 2010. Overall, despite almost even distribution of workforce to all three working sectors in 1960, by 2010 town A allocated the biggest focus to services. Although there was a decrease in the percentage of workers making a living in the sector of manufacturing, it still remained the main sector with the highest number of workers, leaving other two sectors with almost the same number of workers.

In 1960, the workforce was evenly distributed to all three working sectors with services - 29 percent, sales - 30 percent, and manufacturing - 41 percent. After a 50-year period there was an emphasis to the sector of services with 64 percent. The percentage of labor working in the sphere of manufacturing and sales accounted for 20 and 16 percent relatively.

In town B, in contrast, there was witnessed a decrease in the number of labor working in the sector of manufacturing from a whopping 70 percent to well-above 50 percent. While there was a negligible increase in the percent of workforce in the sector of sales, the sector of services became more popular with the started to employ one fourth of the workforce in town B.

Recently, there has been a growing preference for assessing students using exams rather than continuous assessment. While this approach brings about a number of advantages, it may also lead to certain predicaments.

One major advantage of exam-based evaluation is the opportunity to provide a standardized measure of students’ knowledge. Exams are typically conducted under time constraints, meaning that students are supposed to learn time management skills. Take the Korean language proficiency level assessment test “Topik” as an example, it lasts for 100 minutes - 40 minutes for the listening test and the remaining minutes for the reading test.

Another advantage of this trend can be seen in having an unbiased marking. Standardized tests can be of crucial help when assessing students’ knowledge for teachers may estimate students' knowledge with subjectivity. This makes exams much more appealing when compared to continuous assessment.

However, I believe that standardized tests often fail to properly evaluate students’ level of knowledge. Students are bound to experience stress and anxiety during the exams which eventually can lead to under-performance let alone the fact that students can forget data they did know. Exams can only show students’ level of knowledge just for a particular course of time, proving it to be not always reliable.

On a broader level, standardized tests are not the best option for evaluating students’ grasp of knowledge. Students’ preparation for standardized tests is usually based upon memorization, undermining the development of analytical and problem-solving skills.

In conclusion, while exams foster time management skills and fairness in assessment, they usually cause mental issues that hinder one from showing one’s true potential. Regurgitation of the data is another factor why exams are not efficient.

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