Examination-centered Approach Instead of Student-centered - Negative Washbacks, Spoiling Real Learning in Education

Oct 15, 2026

Assessment practices shape students’ study strategies and outcomes. When exams reward recall of factual information, learners tend toward surface-level approaches and rote learning, hindering genuine learning. In Pakistan’s education system, assessment is portrayed as contradictory: high-stakes external exams dominate teaching and learning decisions, driving memory-focused strategies. A systematic review of twenty years of studies synthesizes evidence on negative washbacks, their roots, and recommendations to shift toward student-centered assessment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

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Examination-centered Approach Instead of Student-centered; Negative Washbacks, Spoiling Real Learning in Education Qaisar Khan* and Sadia Ashraf** Abstract Assessment methods have more effects on the strategy of study; if an exam requires the recall offactual information, then students adopt the surface-level approach or rote learning (Newble & Jaeger, 1983). Measuring the learning outcomes of students is paramount for learning and teaching improvement. However, in the Pakistani education system, the scenario is quite contradictory. Instead of supporting learning, the exams are spoiling the real learning process. These exams have complete control over learning and teaching processes; all the pedagogies and strategies of stakeholders revolve around the examination. Negative washbacks are explored through a systematic review of twenty-year studies, which showed that in Pakistan, high-stakes (external exams) are mostly conducted and have predefined goals like promoting students to the next grade, giving them jobs, and admission to higher education. These goals were set in view of colonialism’s requirements for the subcontinent. Still, our exams have the same goals even after decades of independence: rather than testing student learning, critical, analytical, and creative ability, our exams focus on testing the memory of students; thus, students and teachers adopt strategies of rote learning to score better in exams. Therefore, it is necessary to divert the approach from examination-centered to student-centered, which can promote our students'critical, analytical, and creative abilities instead of making them habitual to rote learning, cramming, and cheating, which is very dangerous for any country's educational system. Empirical recommendations rendered here can improve the examination system in Pakistan and foster critical, analytical, and creative thinking abilities. Keywords: Assessment, Exams effects, Examination in Pakistan, Washback * Department of Education, SMIU Karachi Pakistan. Email: [theqaiserkhan@gmail.com](theqaiserkhan@gmail.com) ** Department of Management Science, Hazara University Mansehra Introduction The student-centered approach moves students from passive receivers of information to active participants, and at the system level, this requires implementing curriculum planning practices, pedagogy, and assessment methods that support a student-centered approach in its true spirit. This is an approach that has shifted educational culture toward a system that supports technology for standards-based learning and real-world problemsolving. Roll and Wylie (2016) reminded us that knowledge is now a verb (something we do) rather than a noun (something we possess) . Through the current study, researchers investigated how the learning process is affected by an examination-centered approach. What's meant by the examination-centered approach is that it’s an approach that is neither student-centered nor teacher-centered, but it is different from both. In this approach, all matters of education revolve around the examination; the focus is not on the student's true learning but on passing or clearing exams with good marks by any means, whether through rote learning, memorization, regurgitation, guess papers, guidebooks, or even cheating. Practicality, critical thinking, comprehension, skill development, and creativity are overlooked. Students, teachers, parents, and even institutes are in the race to get good results for materialistic benefits. Implicitly, this approach is spoiling the real learning process for students here in Pakistan. As Rehman (2011) highlighted, our examination system is criticised for defining education as the pursuit of high marks instead of developing intellectual power through true learning. The current study is an attempt to scrutinize previous studies through a systematic review to cope with the negative effects of exams on education in Pakistan. Pakistan is an Islamic and democ

FAQs

What is the examination-centered approach described in the study?

It is an approach where educational activities revolve around passing exams and obtaining good marks through any means, while true learning, critical thinking, and practical skills are neglected.

How do exams create negative washbacks according to the paper?

High-stakes exams with predefined goals encourage rote learning strategies by students and teachers, leading to cramming and other exam-oriented behaviors rather than developing intellectual abilities.

What research method is used to study exam effects in Pakistan?

The study uses a systematic review approach, following PRISMA-guided sampling and screening to select evidence from the literature for synthesis.

Oct 15, 2026

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