In the article "Two Cheers for Examinations," author and former English teacher, Joy Alonso, discusses the pros and cons of examinations in two to four year colleges. Alonso notes that, though not loved by students, examinations serve two purposes. The first purpose is to assess how well a student is doing in a given course, and the second is to encourage learning of the broader topic. Alonso explains that the first goal of most examinations is to see the level of student achievement for various rewards such as honors within the institution. The second purpose is to make the student connect the smaller topics and comprehend what the larger ideas are. She notes that students feel a greater sense of achievement from examinations than from papers, however exams are not without flaws. Factors such as the teacher/professor's mood when correcting, and how far into the stack the grader is, can give some students an unfair advantage. Exams can also point out flaws of the instructor, which make them an even more useful tool. The article shows that though there are drawbacks, exams are a useful tool for students and instructors as each one can evaluate his/herself.
Joy Alonso aims to show the place of examinations in collegiate courses, through a series of pro and con analysis. In the beginning of her argument, she explains, in detail, the way an examination fulfills the two purposes of tracking achievement and encouraging learning. The first purpose serves both the students and the professor. She mentions that, through examinations, students obtain self-reassurance of their performance in the course. The article states that a professor will know if his/her instruction is effective and clear in a way that the majority of the class understands the material. When grading the exams, both students and professors are being assessed.
Examinations, as Alonso notes, will also stimulate learning. Through the relatable example of students writing essays on distinct aspects of the Shakespearean play, Hamlet, overall understanding is not tested. Many college students in her classes will write papers on topics of their choice, but the true goal of the course, Alonso points out, is achieved only by studying for a general examination. Rather than knowing key facts and literary elements, studying for a test will give the student a general overview of the topic. Alonso describes exams as making students see the forest; not just the trees. Tests can aide the student in connecting ideas, and it is for this reason that Alonso says she frequently stresses the importance of tests over individual papers.
Joy Alonso claims that she will often give the condition that if an exam, namely a final, is helpful to a student's overall average she will count it as such. In contrast if the outcome of the exam hurts the average significantly, she will count it as one unit. By placing pressure on students, they will take the final more seriously. She does point out that there is good reason for the title of the article. Assessments are not worthy of "three cheers," for they are not without flaw.
Alonso does not portray exams as the perfect tool, for she obviously is aware of the weaknesses they hold. She mentions that though many are unaware, it is nearly impossible to get a professor who grades fairly. The reason, she claims, is that professors are human; thus they are bound to human nature. The article shows some students have an unfair advantage of being at the top of the grading pile. With open-ended questions at 8pm, a professor is bound to be more favorable to the first paper in the pile. As they grade exam after exam, the act becomes more straining. Alonso describes the mood of the grader as a potential flaw for examinations. Though she tries to grade exams by each question rather than each student, her level of impatience can unjustly impact a student’s grade, which is certainly an understandable weakness.
One notable aspect of this article is the ethos Alonso presents. Joy Alonso rightfully discusses examinations at the college level, for she is a retired professor with many years of experience. An aside in the article notes that the article is an excerpt from a speech she gave at Tufts University. Additionally, it mentions that she taught Spanish and literature at numerous high schools throughout her career. Alonso’s authority to inform and debate the topic of examinations in the classroom is well established.
In the conclusion of "Two Cheers for Examinations," Joy Alonso explains that, because she saw exams as a way for students to connect the larger ideas, she would design the questions with the objective of the course in mind. Exams, she repeatedly notes, can give both the professor and student satisfaction and reassurance. Though some weakness is evident, there are many positive aspects of exams, which make them a useful tool at the college level.