Exams must have tough questions only a few can answer (Vincent Tan, ST Forum, 10/9, pA47)
WHILE it is true, as Mr Lee Seck Kay wrote on Thursday ('Why that maths question is not fair'; Forum Online), that the maths question is challenging to many Primary 6 children as well as their parents, it can be solved by a diligent pupil who can dissect problems carefully and precisely.
Challenging questions serve to differentiate between pupils who understand the syllabus on a lower level, and those who have mastered it and can apply the concepts to problems that may not be phrased in a standard way.
The purpose of examinations is, after all, to differentiate pupils with differing capabilities.
Not every pupil can be in the top 1 per cent of the cohort, and by definition, there should be only one top pupil in every 100.
I was an engineering undergraduate at Cambridge University, whose exams may appear difficult.
Yet, they are structured in a way that each problem comprises at least three parts of varying difficulty: one part is straightforward, the second is mildly challenging and the third, fiendishly difficult.
A student may be able to perform reasonably well by solving the first two parts, but only the top students are able to offer the excellent algorithms required to achieve a measure of credit for answering the third, and hardest, part.
Having learnt the alternative diagrammatic method of solving problems, I have a better understanding of algebra and equations, so it may be good for pupils to learn such methods of solving maths problems.
Parents must not assert too much pressure on their children should they be unable to solve all the maths problems in an exam.
After all, one can succeed in life without being a genius or savvy in answering exam questions.
2. Tough question rewards innovative pupils (Chew Jin Yi, ST Online Forum, 10/9)
I DISAGREE with Mr Stephen Lin ("Don't hurt pupils' self-esteem with tough questions"; Wednesday) that a maths question in the Primary 6 preliminary exam served no educational purpose.
It would seem like an arduous and time-consuming task if one were to solve the question. However, it can be done easily with proper understanding of the question.
The question rewards innovative pupils and penalises those who solve it mechanically.
The focus of a primary school education is to develop a pupil's thinking skills. This question is, therefore, academically relevant as it is a gauge of a pupil's ability to think out of the box.
3. Hard exam questions serve a purpose (Leow Zi Xiang, ST Online Forum, 10/9)
MR STEPHEN Lin asserts that difficult maths questions for Primary 6 pupils serve no educational purpose and undermine pupils' self-esteem ("Don't hurt pupils' self-esteem with tough questions"; Wednesday).
The purpose of an exam is to gauge a pupil's ability. A good exam paper will have questions of varying difficulty; some easy, some moderate, some challenging, and some very tough.
This allows pupils to be differentiated accordingly. Having a small number of challenging questions means that the very brightest pupils will be able to shine.
So, while pupils who score 90 per cent are very good, those who can further solve the very top-end of questions are truly excellent.
Challenging questions serve educational purposes because pupils can learn time-management skills and the importance of prioritising.
If a question is too difficult, they should move on and come back to tackle it again later if time allows.
Second, tough questions help pupils explore and push their limits. It might be frustrating, but it also serves to show them that life can be tough, and that they still have some way to go in their learning.
Finally, it is not at all clear whether a pupil's self-esteem will be invariably undermined when faced with a difficult challenge. With the right guidance, they can learn the value of perseverance and be spurred on to improve themselves, so as to be better equipped to tackle difficult questions in the future.
4. It's good for character building (Eugene Seow, ST Online Forum, 10/9)
THE tough maths question Mr Stephen Lin referred to ("Don't hurt pupils' self-esteem with tough questions"; Wednesday) examines whether a pupil has the presence of mind to tackle a question from a different angle.
Tough questions enable brighter pupils to distinguish themselves from the rest.
As for affecting pupils' self-esteem, such questions might actually do them good. If a pupil is unable to solve a tough maths problem, the solution might be to encourage him to try harder and educate him on the ways to solve it, not to abolish the question itself.
If a person is sheltered from every tough problem as a child, how will he cope with the rigours of life when tough problems extend beyond a question of mathematics?
Rather than perceiving tough questions as hurtful to a pupil's self-esteem, regard them as a character-building exercise instead.