Some martial arts schools don't test students, rather they simply promote the student when the student is ready. The student might put on a demonstration with the purpose of showing off what they've learned and so forth but unless their performance affects the outcome, another words, unless there's the possibility of failing and not being promoted as well as the possibility of passing and being promoted than its not a test. Its a demonstration, plain and simple. Now, Im not saying such methods are wrong or bad but there are some schools that require a student to pass a test in order to be promoted. Their performance during the test determines whether they get promoted or not. Now, some might ask what's the point of having a test that the instructor should know if the student is ready or not to promote without having to test the student. Well, the point of testing the student is that it tests the student's performance under pressure. When you're taking a test and you know you're taking a test and the outcome depends on how well you do there is a certain amount of psychological pressure that you have to deal with. So that's why some schools use tests.
It depends upon the school and really the chief instructor (owner or head of the school); if the school belongs to a bigger organization, the martial history of (traditions held within) the school, the business practices of the school (business models), all of these can help determine how the tests are done and what the purpose is for. What some might see as bad according to their school's belief system might be great for another school; what some people see as abuse others see as necessary for a tough fighter, what some people see as sound business practices such as testing on a timed schedule and increasing belt fees (as a way to help fund the school), others tend to test students when they are ready and have set (that never rise) no test fees. It all can be good.
As a member of a larger organization made up of of largely like minded independent karate/TKD schools we have flexibility in how we do things. As my program has grown (still small by many standards) I have the ability to promote my students using my curriculum that is similar in many ways (such as kata, basics, etc. etc.) to the parent organization but it is different to reflect my martial arts studies outside of my primary art of TKD.
When I test my students it is in small tests made up of different ranks and sometimes the same rank. My program is mostly kids so I grade them differently than young adults and adults. For instance many times I will hold a student back if they are failing to do something like I had one student who stayed at a intermediate rank for 9 months (he was ready for the next rank in May) however he wouldn't correct his stances, and his kata performance was off (because his stances sucked etc. etc). He knew the material, he could spar, kick high, etc. etc. but he wouldn't correct his stances and basics, he missed the test date and had to wait until August (the next test). He finally shaped up and corrected things right before the exam, which I knew he could do so I approved him to test. But I have another little girl who is extremely sensitive and tender hearted, for her her struggles are different from the boy being rebellious (in a sense). It took her many months to get through her beginner level to be able to test for Green, in fact her brother tested at the same time for the same rank (he held himself back for her) and to look at both of them testing together for the same rank you would have thought I went to soft on her, but she hard the harder hill to climb and her brother is probably the rank above her skill wise. I tell my students that if they give up they fail, but they have have earned the right to test and that they all can pass otherwise they wouldn't be standing in front of everyone.
So during the exams I throw them curve balls to put them under pressure, but unless they are going to give up (and fail) they will pass the exam. I've had students throw up and get sick from stress during the test, others black out on kata, others get a hard hit during sparring etc. etc., many times running the exam I don't hear about it until afterwards. But all of these students had to face individual challenges not to give up on the test even though I pretty much guaranteed them their next rank as long as they didn't give up. I believe the student earns the rank in class. I believe it is important for the student to be "tested" in front of others, family and friends, and it isn't just a demonstration, but it is also an approval process. That higher authorities (instructors) approved of me (the student) in front of my peers (class mates), my parents and friends.
its much the same in school? What's best? An exam that shows a student can preform on the day under pressure, or course work that shows a level of consistent excellence over a longer period. Which of those is the fairest test and which gives the most accurate assessment of ability?.
i think continuous assessment is fairest and best, but personally I'm lazy but good at performing under pressure, so i do best at exams, i just use to copy other peoples course work, but you can't cheat at ma assessments unless you have,a twin
Jobo
I'm the exact opposite I do horrible at tests, and knowing this I think that continuous assessment is best as well. My last test in 2011 for kobudo was my worst, it was for my 1st degree in kobudo. It was also my first exam where I believed and accepted the fact that I failed and was prepared to face the embarrassment of being the 2nd highest rank (6th dan) on the floor failing a test that students of much lower rank than I (brown belts) were going to pass. During the exam I blacked out on a kata (completely), I dropped my tonfa during a kata or rather it came flying out of my hand (due to carpal tunnel issues), but I still didn't give up. I came out strong for all of my one steps etc. etc. My first exam for Orange belt 30 yrs prior to that exam was just as bad with me doing all the blocks to the wrong names (it was in Korean). Back then I still had to not give in to the shame and embarrassment of being the screw up on the floor. My instructor then (in 1981) recognized what was happening and told us testing, that we earned our rank on the floor during class, that the exam was a formality. My same instructor in 2011 explained to the class in so many words the similar points, when I screwed up that test.
Leading up to the exam I was teaching my own students this same (kobudo) material, along with working out with others outside of normal classes (the monthly kobudo class and my regular classes) and basically had a better understanding of the material because of my training than probably everyone else on the floor testing. Which the chief instructors acknowledged by passing me, they knew me, they knew I had a bad day.
I share this because 36 years ago had my instructor made me feel like I was a screw up in front of everyone as we tested and failed me, I probably would have dropped out, but he didn't, he used my screw ups on a test to teach me (and those there that listened) a very important lesson. I needed the martial arts because it helped me way beyond just getting and advancing in rank. Now I'm the one who is guiding my students and taking on that responsibility.
