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It is not always the best students who get the best results
Luke Prodromou
Luke Prodromou is completing a Ph. D in English as an International Language at the University of Nottingham, England. He is the author of many coursebooks for English as a Foreign Language, including Grammar and Vocabulary For FCE (Pearson). He has taught and trained teachers in many countries in Europe and Latin America.
Examinations in English as foreign language are many and sundry. Exam acronyms clutter the classroom and all too often the curriculum: such as ESOL FCE, BEC, CAE, TOIC, TOEFL, IELTS, PET, KET and many more. I say 'clutter" because not everybody agrees examinations are a good thing in an educational context, especially when they are imposed on children at an early age. Some would say education and examining are fundamentally opposed, that exams invade and occupy valuable teaching and learning space. In other words, they have a negative 'backwash effect" on what we do in the classroom. Others, however, would argue that examinations are motivating and give shape and structure to a language course. Moreover, they provide valuable feedback on what problems learners may be having and on the actual progress they have achieved.
The question in a sense is an academic one because exams are a permanent part of the...
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