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The trial examination seems to me to have notable advantages.

It makes available all the positive aspects of the essay-type
examination.

It removes the 'do or die' element, and reduces panic.

Panic is not elimated because much of it is caused by lack of
familiarity. However students panic or freeze in a situation
where their performance is not crucial. Consequently they sit
the next examination with considerable understanding of their
own reactions,

The trial examination is a learning experience in many other ways.
Students find out why they did well or badly, what difficulties
confronted them when working at speed, what they missed, what
they knew but did not use, how they could improve their results
or their study patterns. This occurs because the trial examination
comes at a time during the semester when it can be analysed as

an exercise. Consequently it is a useful learning tool, not just
a measuring device.

In this connection it is a major economy. Teacher time spent in
marking final examinations is, from a teaching point of view,
largely time wasted as the information from the papers cannot

be used.

The work-load for students and teachers can be distributed

better throughout the semester.

It is important that work is distributed so that a student who
has done well in the trial examination does not feel he can

‘goof off', Crafty planning of other papers due has prevented
any problem in my own courses, but in some subject areas this
might be a difficulty.

Nevertheless, the choice involved between sitting and not sitting
a second examination encourages a student to evaluate his own
work and take responsibility for his progress. Since the
tendency students have to regard themselves as sponges, graded

by others according to their absorbency, cannot be too strongly
resisted, anything which encourages active participation in the
learning process and a lively habit of mind is worth trying.

The return of the essay-type examination in this form seems to

provide such encouragement and therefore to deserve consideration.

Ge JOCELYN CREIGH
. INSTRUCTOR OF ENGLISH