Winneba (Ghana): Examination systems that prioritise memorisation over application are undermining efforts to promote skill-based learning among students, according to a study.

The research found that while many countries have adopted competency-based curricula aimed at developing critical thinking and problem-solving abilities, assessment methods remain largely unchanged and continue to reward rote learning.

This mismatch between teaching and testing has limited the effectiveness of education reforms, with teachers often focusing on exam-oriented preparation rather than fostering deeper understanding and practical skills.

The study, based on evidence from countries including Ghana, Kenya and Vietnam, noted that high-stakes examinations strongly influence classroom practices, shaping what is taught and learned.

As a result, students are often unable to apply knowledge in real-world situations, a key objective of competency-based education.

Researchers suggested that assessment systems need to be redesigned to evaluate students' ability to analyse, solve problems and apply concepts, rather than merely recall information.

They also recommended complementing national examinations with school-based assessments such as projects and portfolios to provide a more comprehensive evaluation of learning outcomes.

The study proposed a framework to align assessments with curriculum goals, emphasising practical application, adaptability and continuous feedback to support meaningful learning.