The business of memory in transport examinations
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THE SYSTEM of written examinations comes periodically under fire and is at present being subjected to another barrage. The chief target is the familiar problem that in the majority of examinations, success depends too much on having a good memory. Understanding and using facts seem so often to be of scant importance compared with the ability to retain and reproduce factual data.
This emphasis on memory has, of course, always over-dominated examinations systems of all types and levels. Obviously, memory must play a part whatever examination scheme is devised but unless this rote-type learning can be developed, the exercise is of limited value. Drastic overhauls to enable memory work to play a much less significant role are recommended for the General Certificate of Education at both Ordinary and Advanced Levels. Already a Nuffield Foundation scheme for a new Advanced Level examination in both the physical and biological sciences has started this session. Here, the aim is an understanding of scientific principles rather than a dreary reproduction of traditional experiments.
Transport examinations, through the whole range of standards, are certainly not immune from this general criticism. A study of Institute and other transport examination questions quickly shows that a heavy load of factual data must be learned ready for reproduction. True, a number of transport examiners at the more advanced stages are increasingly asking for more critical analysis but, as they also expect so much detail in answers, these critical factors can often be -blunted under the sheer weight of other data.
At present a number of Institute syllabi is under review, new degree courses are being slowly forged and there is an atmosphere of general change. I do sincerely hope that the opportunity will be taken to make wholesale changes in the form of examination questions. To take but one example, question papers in transport law seem to be remarkably concerned with the need for legal regulations to be reproduced almost word for word. The really important features of examinations in transport law are surely the understanding of the principles involved and the need to have a very clear idea of what regulations there are and where they can be found. In an actual situation involving, say, a fine point of law in the regulations concerning drivers' hours, the actual wording would be consulted, no one in their right minds would try to commit this complex legislation to memory.
Why not allow reference books?
Indeed, I have often felt it would be perfectly reasonable for candidates .to take in reference books to the examination room so that worries about whether detail can be remembered properly are dismissed and concentration given to the implications of the facts. This I know is out and out heresy to nearly all examining bodies—the shadows of that dread regulation which confronts all candidates on entering the examination room, "a candidate found bringing in any manuscripts will be instantly dismissed from the examination" are too strong at the moment. But why not allow reference books? (with obvious limits laid down since a "travelling library" would be impracticable!) However great the administrative difficulties. I have always been a great believer in oral examinations within the framework of transport education. Curiously enough the oral probably has its most forceful roles at the very lowest and highest levels. The person who is quick and adept at answering advanced examinations is often, in my experience, tongue-tied and terribly slow to react in the face of quick-fire questioning around a table. The oral examination, in these circumstances, can really test the merit of a candidate. In the initial examination stages an oral test can be equally useful because expecting a candidate to sit a written examination is usually too formidable a task at this stage. I am hopeful. for example, that the initial examination for the transport manager's licence can be entirely an oral test. And, for these examinations at the initial level, I hope the questions will not be concerned with hearing candidates repeat factual data.