(SDE102) English assignment on a study on the relevance of examination in adult learning

Question

Task: As education researchers try to find ways to help adult students learn, there is a debate on whether examinations are useful for today’s adult learning. What are your views on the usefulness of examinations for adult learning? Discuss in your English assignment by taking a specific position.

Answer

Introduction
Education is a continuous process and is not limited to children only. The adults can also indulge in a conventional or alternative educational stream to enhance their skills or quench knowledge thrust(Boeren, 2018). It is found in this English assignment that in the education spree, examination plays a prime role in determining the capacity of the students. But most of the students tend to keep away from examinations, irrespective of their age, and this is evident among the adults as well. An examination is a general evolution of the students to evaluate their level of understanding ofthe topic or subject they learned(Chappell, Gonczi, & Hager, 2020).

Thesis statement for the English assignment
The examination system is still relevant in contemporary adult education.
Discussion
Students often shrink on the idea of examination and the general trend states that examination is a nerve-racking process. Contrarily, examination evaluates the knowledge that the student gains from the learning process. If the grades are lower, it means that the student needs to work hard to gain more knowledge(Thompson, 2018). The same strategy is applicable in adult education also as per the findings of the English assignmentas the process is designed to make them understand their capabilities and the gaps to work upon. Since adult education is concerned with enhancing their skillsets, examination or sorts of assessments are necessary to brush up and strengthen their skills for further development. The kinds of assessment and examination are significant to develop confidence among the students to handle a project effectively and deliver positive outcomes. The examination itself is an effective learning process as it makes the student put into application the knowledge they gained through the course. For instance, a 50-year professional enrolls in a Data Science course to have a bright prospect in his remaining working years. To earn the certification in Data Science, he undergoes several assessments and practical applications(Milana & Klatt, 2019). Hence it can be stated in the English assignment, an examination is appropriate in assessing his skills and capabilities for awarding him the coveted certificate in Data Science.

In adult education, the students are experiencedand matureto foresee the examination process as a scope to revive or improve theirskills(Chappell, Gonczi, & Hager, 2020). Most adults indulge in learning voluntarily to pursue knowledge for professional benefits or quench their curiosity. So, they seldom fear examination but rather want those appraisal systems to evaluate themselves and see their position on the platform(Boeren, 2018). It is found in this English assignment that the adults see examination as a process to learn new things or understand their weaknesses. The phenomenon motivates them to fill their knowledge gap and work forth for a better project or task delivery.

Conclusion
The English assignmentconcludes that examination is an important aspect of adult education. Adult learners are quite adaptable to the examination system as it provides a chance to ascertain their skills and knowledge capability. Hence, the English assignmentsupports the thesis statement that examinations are crucial in adult education and the learners are pretty comfortable with the system.

Bibliography
Boeren, E. (2018). The methodological underdog: A review of quantitative research in the key adult education journals. Adult Education Quarterly, 68(1), 63-79.
Chappell, C., Gonczi, A., & Hager, P. (2020). Competency-based education. In Understanding adult education and training (pp. 191-205). London: Routledge.
Milana, M., & Klatt, G. (2019). Governing adult education policy development in Europe. Handbook of Vocational Education and Training, 789-812.
Thompson, J. (2018). Adult education for a change. In Adult education for a change (pp. 219-224). London: Routledge.