Dr. Brown, I found an alternative for the IGCSEs!

By Charmaine Lie

Suppose there was an option for an external assessment provided by the MYP curriculum that helps students prepare and experience a formal examination under time pressure. Shouldn't we be talking about it? 

After attending an interview on the importance of IGCSEs (International general certificate of secondary education.) with Dr. Brown, it struck me that, firstly, I was preposterous for even thinking that implementing the IGCSEs was possible; trying to convince him would be like teaching an old dog new tricks. Secondly, The issue is not the IGCSEs, but that Renaissance does not participate in any external examinations before the IB. 

The MYP curriculum provides internal and external assessments at the end of Y11. "At the same time, schools can register for optional external assessments (eAssessments) in all other program elements." The "eAssessments" consists of ePortfolios (from personal projects) and an On-screen examination, an external validation of student achievement. 

Isn't it frustrating that in schools like STC, y11 students get a formal certificate of completion of an external examination (IGCSE) along with a grade that reflects properly on their academic abilities, while we get what we have been getting every year since y7-- an internal school report. 

Many may reason that our internal "assessments" are also under timed conditions, and in the end, we get a report back. This is valid because both testing methods boost metacognitive monitoring abilities and improve knowledge retention. However, the internal "assessments are catered for our syllabus, the teacher's pities of "too much stress" clearly reflects in the straightforward exam papers, and the familiarity of internal "assessments" causes students to take them less seriously. 

On the contrary, the external paper is identical for all students, which proper external examiners will then mark. The results are more representative of the students since it is compared with your peers and the entire global population of MYP students. It benchmarks our results and acts as a proper mock for the IB examination, making it more objective than internal assessments.  

Out of 22 y11 students, only four said they would not prefer to do an external assessment before the IB. Olivia Lo, a y11 academic scholar, said, "If you get exposed to more testing, it is better since, at the end of the day, all of the exams follow a particular structure; the more you do, the better you get." Studies have shown that the general rule of thumb, "practice makes perfect," means that the longer you spend doing something over and over, the closer you get to mastery; this applies to taking proper tests. Henry Roediger, a cognitive psychologist at Washington University, states, "Taking a proper test can have a greater positive effect on future retention than spending an equivalent amount of time doing quizzes." 

"Internal testing isn't taken seriously," says Ms. Wells, Head of LIRC at RCHK. 

External standardized testing also allows administrators to better monitor the educational process and school performance. It also provides the students with the motivation to study more and with more regularity. Moreover, it may even give reassurance when they are rewarded with a high mark. "It helps students feel reassured; if students experience more external exams, test anxiety will be reduced." quoted Anushka Binaka, a y11 student. 

During the interview, Dr. Brown said, "The IGCSEs give students unnecessary stress since some of them do more than ten examinations." I know I have my own dated idea of what "reassurance" entails, but I entirely object to this statement. 

Exams are undeniably hard, but that does not mean they are insurmountable obstacles designed to make you fail. Many students go into exams and are misled about the supposed extreme difficulty of exams and the impossibility of achieving high marks, which are untrue. In reality, exams are only difficult for those who do not put in the effort. This so-called "unnecessary stress" generates positive pressure, which can even be classified as "Eustress." It fuels personal motivation and empowers students with a solid mindset to improve their academic performance. My dad always said, "Nothing moves around unless motivated by pressure." So is "reassurance" provided through positive pressure or external exams? In my case, both. 

But ultimately, it all comes down to the student -- particularly regarding the effect of the external exams. When my friends in KGV received plaudits on their outstanding IGCSE grades, "Rest assured; you will do great in DP." A star student or not, I am constantly self-pitying and doubting my academic potential. It is the condition of cynicism, depletion, and hopelessness because the school does not provide us with proper academic validation. It worries me that we have no more than two years to master our six topics; how can we exceed in our first and the most critical external exams? This is ballistic! 

The solution is there, it is provided, it is simple, and it is proven to succeed. Renaissance's obstinate determination to continue "Zero externals" may have worked for previous cohorts, but it is time for a change. Educators are willing to commit the time and effort required to design tests that foster learning rather than impede it. Whether or not my opinion lies with the majority or the minority, what harm is there for us to being exposed to external testing conditions? Speak to your student council representative, we have the power to unite the student body and oppose against “Zero Externals” for a better academic environment for future generations.