Cognitive Stagnation: How Low-Level Question Papers Limit Potential of Graduates?

Author: Sanjay Goel

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Question papers serve as a pivotal bridge connecting the educational goals of the university with the learning journey of its students. They function as a conduit through which the university imparts its expectations, values, and educational philosophy to the students. This bridge plays a crucial role in harmonising teaching, learning, and assessment practices. Question papers have a role that goes beyond being mere assessment tools; they mould students’ educational values and learning experiences, nurture competence development, and prepare them for the challenges they will encounter in their future careers.

Within the realm of education, especially in higher education, an excessive emphasis on low-level questions that primarily revolve around lower-level cognitive tasks like memorisation and basic comprehension of facts, concepts, ideas, direct connections, laws, theories, procedures, theorems, and execution of straightforward cognitive procedures can result in adverse effects on students’ employability. Encountering such repetitive experiences throughout their university education may lead to students lacking critical skills, having limited capacity to apply knowledge, innovate, and adapt. This ultimately hampers graduates’ employability, confidence, performance in external exams and competitions, as well as the potential to excel in their careers.

In today’s volatile, uncertain, complex, ambiguous, and hyperconnected (VUCAH) world, employers actively seek candidates who can demonstrate their abilities in applying knowledge, problem-solving, critical thinking, creativity, profound understanding, and effective communication. Graduates who lack these proficiencies upon their graduation find themselves at a distinct disadvantage in the fiercely competitive job market due to the deficiencies that stem from a poor education system characterised by low-quality question papers. These deficiencies include:

1. Shallow Understanding of Concepts: Mostly focusing on low-level questions can lead to a superficial understanding of the subject matter. Students may struggle to grasp the underlying principles and fail to see the connections between various concepts, limiting their capacity for in-depth thinking.
2. Lack of Application Skills: Low-level questions often don’t require students to apply their knowledge to different and real-life situations. Students may struggle to translate theoretical knowledge into real-world scenarios, impacting their ability to contribute meaningfully in professional contexts.
3. Limited Critical Thinking and Problem-Solving Skills: Students who are mostly accustomed to answering low-level questions might lack the ability to analyse complex issues, evaluate alternatives, and solve complex problems. This deficiency can hinder their effectiveness in professional roles that require innovative solutions.
4. Reduced Adaptability to Change: Professionals need to adapt to rapidly changing environments and industries. Students who haven’t been challenged with higher-order questions might find it challenging to adjust to new challenges, technologies, and trends.
5. Limited Communication and Presentation Skills: Low-level questions might not encourage students to communicate complex ideas effectively. They may lack experience in presenting well-structured arguments, which are crucial skills for collaboration, leadership, and conveying ideas to stakeholders.
6. Diminished Innovation and Creativity: Professionals often need to think creatively and propose novel solutions. Students accustomed to rote learning and low-level questions might struggle to think outside the box and generate innovative ideas. A workforce dominated by graduates who haven’t been challenged beyond low-level questions might hinder innovation and the overall progress of industries and society.
7. Lower Confidence in Professional Settings: Students who haven’t engaged with higher-level questions might lack confidence in their ability to tackle complex tasks or engage in strategic decision-making. This self-doubt can impede career advancement.

Hence, designing effective question papers for assessment is a critical aspect of the education process, especially in the context of Outcome-Based Education (OBE).  

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