Disclaimer: I do not endorse this, they're plenty of innovating people out there with STEM degrees and I feel this slightly moves away from the topic at hand. It's not that I feel STEM students are not innovative but rather the testing via traditional examinations does not allow for that opportunity to be so.
I completely agree that there needs to balance but I don't think the recall of facts can really be evidence towards learning, progress and ultimately achievement. I could memorise any facts but showing I understand it is a different story. To be fair, university exams for the most part offer opportunity to show progression rather than just recall facts, it is compulsory education I feel my arguement is best suited for.
Great point although I don't get what you mean by 'over-teach'?
I think the recent change to all children knowing their timestables by heart is a fantastic example, why do we need to do that? And why do we need to learn it to the 12 times tables? (Because there used to be 12 shillings in a something or the other way around). Is children chanting the timestables out really learning? History tests can be so much knowing the names, the facts but not so much what that means or what it could of meant, not making links, not showing how that influenced time. Geography is a similar story too. Science subjects I can understand to some degree, the recalling of processes and understanding but I'd like to see people relate to it further. I understood concepts better when relating it to something else. When learning about the heart, I understood it best when I went away and looked at how heart failure occured.
There are plenty of Scholars, academics and researchers who consider exams being memory tests, for fact recalling and to aid meaningless league tables but I'm not going to list them all. Kelly (2009) book "The Curriculum" is briliantly insightful however and has the added humour of recognising you can get A levels from McDonalds and a chapter called "What politicians know about Education" which is left blank.
I see what you mean by just coursework but the obvious issue with coursework is people 'copying' of each other and the unique, independence cannot be determined. "Can I have a quick look at your essay" is something I loathe to hear.
True, but you're not in a cold exam hall, filling it out in paper - sometimes in a 'fill in the blank' system. How do you feel any exams you've had has related to real life?
The point of doing the course is to progress and develop academically, personally and socially; and that is measured at the end by sitting in a cold room for 2 hours spitting out some facts and figures? You do not have that knowledge prior, you've learned it on your educational journey and not you need to use your educational experiences to show how you've grown and evolved. That is what I mean.
What do you mean by 'know'? What theory of knowledge are you applying? What is knowledge anyway?
The opinion is of many Scholars, academics, researchers, teachers, lectures but I will not list them all, look above to where I recommend a book by Kelly (2009).
In none of my work at university was there a right answer and a wrong answer but rather measured on a scale of independent thought, academic, research and cultural value and ultimately, interest. I made connections, I connected our Education policy to be driven from politics, the economy. Showing how international affairs is why our children in schools are learning x,y,z. But ultimately, I concluded that examinations are a 21st take on Skinners rats, repeat what I say and you get a treat.