Education has always been regarded as the key to success. However, being in school has always been a challenging subject, both to the students and the teachers. In my capacity as a clinical instructor for diagnostic imaging, I have witnessed a number of issues with my students. However, the main challenge is the exams’ capability of designing the framework for success after school (Scott-clayton, 2012). The ability of the exams to determine the success after school has always been highly outlined in books and journals but this is not the case of the current world (Caraway & Tucker, 2003). Is it possible for a single piece of paper to determine your success? All this brings us to the aim of this essay which is: what capacity do exams have to determine success after school?
Action research, in itself is not an oxymoron as it refers to collecting data which can be used to implement a plan or establish a course of action. In the case of study plan, action research tends to focus on the student behaviors caused by the teacher practice and should therefore adhere to the institutional ethics standards and reviews. Action research could thus be harmful to students if it does not consider their personal opinions regarding the subject matter. As in the case of exams, if students’ views over this matter are not taken in consideration, then the problem may as well make them dislike the event even more leading to worse performance.
As with each individual who has been in school, exams are a constant threat. Will I fail? Will I pass? Does my life depend on this system? Those are some of questions that students constantly face. Some successful people have always outlined the need for hard work in school. However, few have stated that the sheer will and determination for success is the most pivotal thing when it comes to a successful life (Anon., 2003). Bill gates dropped from Harvard University (Zins, et al., 2004) and ended up being the wealthiest person and as such, exams have no capacity to hold any person’s success. Teachers emphasize the need for dedication to books but as few can attest, that is not the real life scenario (Murray, 2009). The life of my student has been tortured by the mere fact of exams. Therefore we need not to emphasize the need for exams in our learning institutions and rather focus on the quality of education and the real life situation (valencia, 2004).


Anon, A. (2003). Multiple context of school engagement:moving towards a unifying framework for educational research and practice. s.l.:s.n.
Caraway, K. & Tucker, C. M. (2003). Self efficacy,goal orientation,and fear of failure as predictors of school engagement in high school students.
Murray, C. (2009). Parent and teacher relationships as prdictors of school engagement and functioning among low income urban youth. The journal of early adolescence.
Scott-clayton, J. (2012). Do high stakes placement exams predict college success?. CCRC working paper.
Valencia, R. R. (2004). Chicano school failure and succes:past present and future.
Zins, J. E., Bloodworth, M. R. & Weiss berg, R. P. (2004). The scientific base linking social and emotional learning to school success. s.l.:s.n.