Unknown examination dates

Thanks to Con again for a thought out response.Unfortunately Con has conceded some of my R1 points. While indeed cramming is a key issue at hand, as well as other issues like test anxiety, both of which Con addresses, there were other points to consider. Specifically, Con has not replied to my points on 'More Time' and 'Reduced Focus on Testing' , and I urge readers to reread these points. As any replies would be somewhat unfair given my inability to respond to new arguments (rebuttals are separate to new arguments; note that I’m not bringing up new arguments either in the last round) , voters should consider these points dropped, which means that if the rest of the arguments are even close then my unaddressed R1 points should be considered enough for the arguments vote.Also, Con talks a lot about how even though my system makes cramming harder and less effective, but this doesn’t matter because we shouldn’t be giving out tests that promote cramming. Now, while I sympathise and agree somewhat with such ideas, there are 2 main issues. 1, we can’t presume better tests will be made. We’ve got to evaluate the merits of the system given the possibility of bad tests. We’ve got to evaluate using the present as a predominant factor. 2, there’s a small degree (yes, I agree with a far reduced emphasis on essentialism, but not a complete lack of it) to which straight out knowledge must be tested (like the ability to read, write, add etc.) , in line with essentialism http://oregonstate.edu... (to a degree). So, if knowledge needs to be tested then clearly there’s something that benefits from cramming in tests, or tests aren’t optimally designed.I’ll now proceed to refute Con’s remaining, valid points, again based on his numbering system. I remind readers of my above points.Con Case1. Con gives the analogy of a construction company with a job, but no time frame here with regard to the point about exam expectations. However, it’s clear that there are some time limits. Firstly, your yearly exams follow half-yearly exams. Secondly (at least for high school) , reports must be given out before the school year’s end, meaning they must be completed before the end of the year. Given they take weeks to do and so forth exams can only start up to x date, yet they can’t start too early or they can’t test all the content.What I’m getting at here is that there at practical limitations that actually frame the exam time, merely that the exams aren’t set in stone. To be more accurate, it’s like giving the construction company a job and saying ‘Have it done after at least 6 weeks, but before 10 weeks are up.’ It’s not that odd to give a completion time period as opposed to a completion date.Con then goes on to say that exams can’t test higher order skills because of time constraints. However, this is a misconception. For example, an exam can test a higher level of thinking by presuming the preliminary steps were taken in class (like finding out the problem, learning facts etc.) and then the final steps being taken in the exam. This way the time limit is circumvented by ‘adding’ time from regular class lessons to make up the requirements for higher orders of thinking.2. I addressed Con’s point in my introduction. I want tests that test higher order thinking too, but we can’t presume that when evaluating test dates. You can’t just evaluate ideas within idealistic frameworks – one must evaluate within the current framework.Here’s the sort of mistake Con is making:“If tests don't align with the standard you are aiming for (high level thinking), you change the tests to accurately reflect the standard”Note though that we’re not discussing test design! We’re discussing examination dates. In science one tests an idea by holding other variables constant and only testing a single variable. The same standard should be held here – we don’t change the tests and examination dates being known simultaneously (plus, this presumes tests will be designed better) .On the sidenote of memorisation being a subset of higher order thinking skills, the problem is, that through poor test design and other means, that memorisation is given similar levels of marks to higher order thinking, which means that a rise in memorisation from cramming results in a false showing of higher order thinking. Remember, both myself and my opponent agree that unknown examination dates make it harder to cram.3. Con is basically saying that if both massed and spaced presentation make the student do well on the exam day, then who cares? Well, we want students to remember what they memorise over the long term, and if spaced presentation does this better then we should encourage spaced presentation. Unknown examination dates only allows for spaced presentation, which results in greater retention of content. Con then goes on about how rote memorisation is made useless by better assessments. Again, I must state that we can’t presume examiners will use perfect test design. I quote Con here:“Taking away known dates on exams won't automatically cause teachers or students to use the best practices available.”Precisely! Teachers won’t use ideal methods, as Con states himself. So why is he basing his case against how unknown examination dates make cramming harder by using an idealistic interpretation, which he acknowledges won’t occur?4. I think myself and Con would agree to disagree here. Really, to resolve this point one would need empirical evidence and results of anxiety levels given known and unknown examination dates. To briefly reiterate, Con states the difference between nervousness when one has had time to prepare and one hasn’t (see his 2 contrasting sayings) . Con fails to account for the fact that one experiences anxiety for longer given known test dates however. Furthermore, by knowing the test date one can get quite scared of the test and their own mind can increase their anxiety and paranoia. Indeed, I’m sure readers will remember a few times when really it’s not being anything besides one’s mind that has driven one to some form of emotional state. As I said, one really needs empirical evidence to clear this point up.Conclusion / VotingI think that I’ve given a solid case for unknown examination dates to be beneficial. I ask voters to vote based only on what has been said in this debate – I’m sure most people are quite opposed to unknown examination dates or have their own reasons against such a motion, but I ask you to please only consider what is said in this debate as this topic may otherwise invoke prejudice against my position.Reasons to vote Pro:• Con dropped most of my R1 points; these points are, by themselves without refutation, enough to secure a win given even a remotely close fight on other arguments.• Con acknowledges that my system makes it harder to cram (which is bad for long term memory) – one is forced to use spaced presentation, which is proven to be better for long term memory – a positive• Con keeps basing his responses on idealistic test design, which makes most of his responses somewhat off topicThis, combined with the fact that I don’t believe Con has actually won a point (we can’t prove the test anxiety point) showing why known examination dates are better than unknown dates is good reason to vote Pro.I thank Con again for the debate – he’s put forth solid responses. Con has raised some key points about matters like test design and the like that readers would do well to consider in viewing education. It’s just unfortunate that not all these issues relate to unknown examination dates which is the issue at hand.Resolution affirmed.