Examinations are a built-in part of nearly all vocational courses. The overwhelming likelihood, therefore, is that you will face an exam at the end of your course-be it after one, two or three years. And no book on study would be complete without a section investigating their purpose, the attitudes they inspire, and the techniques that can help you to succeed at them.
The first point to make is that the majority of students dislike exams. Indeed, student unease about them is far and away the greatest and most frequent problem that teachers encounter. As a result, a lot of teachers dislike exams too. This was always the case, but never more so than now: with the advent of National Testing, League Tables, Ofsted Inspection at all levels of our educational system, and other highly public modes of scrutiny, teachers feel under considerable pressure on their own account,