Surely there s some room to spread out each and every student s ultimate academic evaluation across both examined and constructed work. Set national examinations for baseline competencies in things like languages, mathematics, and basic scientific knowledge I think multiple-choice questions in the vein of the LSATsTOEFL may good here, because however re looking for assessing baseline competency, you re testing a kid on basics which have easy yesno, rightwrong answers grammar, arithmetic, and scientific facts and axioms aren t negotiable. Make these tests have an extremely compressed spread of possible results, maybe only reporting the result of PassFail.
Make it entirely possible that someone who has mastered basic ability in language, mathematics, and science, who takes the test diligently, to obtain a perfect score. Beyond that, if you wish to test mastery of advanced knowledge, get off sit-down exams. Require them to a little bit of independent research for science, write a paper or explore some theoretical problem for mathematics, and make up a viable text for languages. Write an ebook article in Mandarin; film a group of public service announcements for English. That kind of thing. combined science tuition should be as a student to demonstrate authentic mastery, not rote-learning, which means having the capacity to apply whatever they think they ve learnt to solve real problems and accomplish real tasks.
Let them take the A -levels if they want to, if they go to a british university or one particular. But surely we can do better, especially since the A -levels are tottering even in their country of beginnings. So only the very weak will need additional help as a way to demonstrate baseline competency in which case we shouldn t begrudge them tuition, extra consultations, or professional therapy they will need it, and nobody will be able to tuition their way past a live task.
If the latter forces students find greater exposure to have problem solving through internships, engagement with social issues, getting involved in civil society organisations, and so on in order to acquire problem-solving experience, surely that s all for the good, and shouldn t be considered tuition .