My primary argumentation would be that in the education system. Examination takes the center stage for a student's priority than learning and when these two clashes, a scoring approach is always appreciated than an indigenous approach of a student. Not to ignore that the amount of pressure it puts on students with the enormous syllabus at once. rat rate to not even let go of a single mark, sometimes pushes them to extent of suicide, even to the good scorers.

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1. COMPETITION IS INHERENTLY AGAINST LEARNING AS A MECHANISM - This is because one can learn in a relaxed environment. But temporary pressure of examinations does not help people actually learn, it helps them memorise the syllabus two days before the exam which they end up forgetting a week later. In this case, focus in only on examination and not on understanding the subject. 2. NON – COMPREHENSIVE - Exams do not test all spheres of knowledge completely, questions are from select few topics, which do not cover the entire syllabus. 3. SUBJECTIVE - The standard of the question paper varies across schools and even across different batches in the same school based on arbitrary factors not ensuring an equal level of testing of knowledge. 4. SITUATION PROBLEMS – 1. Some people have certain issues like anxiety, due to which they tend to forget/lose memory of what they studied for exam. 2. Some people might study for the whole year, but have personal problems right before the exam, for example physical health issues, which makes them unable to focus on the exam 5. NON - INCLUSIVE – it is not an equal playing field for neurotypical people for the above stated reasons, but when one includes neurodivergent people (ADHD, Autism, etc) into the mix, the examination system becomes even more arbitrary and doesn’t predict accurate outcomes 6. NO NEGATIVE REPURRCUSIONS – Students often when they see a low-test result, lie about it, or forge it, or hide it, or take drastic measures like self-harm or suicide. This can be prevented in the other scenario. Now, in this scenario, where it has been already established that there are so many drawbacks to the examination system, this system cannot be reformed, it cannot be made more - inclusive, or more positive, or beneficial, the only way forward is to abolish this system and replace it with continuous comprehensive assessments.

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