Some teachers voice complaints about the frequency and difficulty of exams. However, looking at the reality, if a teacher knows their subject well, there is no need to worry about exams.
How can a teacher who fails to achieve the required level in a certification exam in their specialty, or who fails the exam, teach a student with that knowledge?
In such a case, how justified is it to complain about the multitude and difficulty of exams?
Education expert Elchin Afandi spoke to AzEdu.az on the topic.
In general, calling exam questions “difficult” is not the right approach:
“The opinions voiced by teachers regarding the frequency and difficulty of exams, as you mentioned, are widely discussed. I believe this approach is not entirely correct. Because exams are not held frequently. The certification process is carried out every 5 years, and teachers who show positive results in this process receive a salary increase. At the same time, they continue their activities for the next 5 years. After being involved in certification for the second time, as noted by the Minister of Science and Education, teachers who achieve successful results may no longer be involved in the subsequent certification process. In this case, they are transferred to positions such as methodologist, chief methodologist, or other relevant positions.
As for the difficulty of exams, this can only be discussed if we genuinely encounter difficult questions outside the curriculum. If questions outside the program approved by the Ministry of Science and Education, and outside the textbooks and methodological materials published by it, are presented, and teachers encounter these questions for the first time, then dissatisfaction can be considered justified.
But in general, calling exam questions “difficult” is not the right approach. If we know our specialty deeply, and have been engaged in pedagogical activity for a long time – at least 5 years or more – we should not complain about the difficulty of exams. Of course, technical or scientific errors in the exam process are not excluded. Such cases can occur, and this is natural. We should only focus on such specific shortcomings: why is there an error in this question, why is there a scientific inaccuracy”.
If a teacher cannot answer questions related to the subject they have taught for years, then their ability to teach students comes into question:
“In such cases, the Ministry of Science and Education or the State Examination Center already counts those questions in favor of the teacher. But in general, approaching it as 'exam questions are difficult' is not correct. If we cannot demonstrate minimal knowledge in any exam, then the appropriateness of us entering the classroom and teaching students comes into question.
If we cannot answer questions related to the subject we have taught for years in our specialty, then it is not right for us to stand before students. Here, we are talking about a teacher who has engaged in pedagogical activity for at least 5 years. In such a case, we should strive to work on ourselves, develop ourselves in accordance with the demands of the modern era, and constantly learn to increase our knowledge and skills.
As is known, the first stage of the next certification process will conclude by covering all subjects. We have teachers who have achieved considerable success in certification. But unfortunately, there are also individuals who do not meet the minimal requirements. These individuals have educated Azerbaijani youth, Azerbaijani children, for years. It is true that this cannot be applied to everyone. However, looking at the list provided by the Ministry, we see that some have operated with fake diplomas for a long time, especially in regions outside the capital”.
