Today's Edition
MUDHI ALOBTHANI (ABU DHABI)
The Ministry of Education’s decision to abolish second-term exams in schools following its curriculum has been welcomed by parents, teachers and students who noted that the move will alleviate student stress while fostering abilities, creativity, and critical thinking.
Sarah Al Amiri, Minister of Education, while outlining key preparations for the 2025–2026 academic year on Tuesday, announced that centralised tests at the end of the second semester have been removed and replaced with school-based summative assessments, while centralised tests continue in the first and third semesters.
Jibran Saif Abdullah, Deputy Director of Academic Affairs – Ministry of Education, said that diversified assessment tools create opportunities for students to develop their abilities in safe and motivating environments.
“Authentic assessment exposes students to a variety of tools that allow them to demonstrate their abilities in ways that traditional exams cannot. Families also play a key role in supporting their children and tracking their progress,” he said.
He stressed that teachers applying diverse assessment methods can provide timely feedback and strengthen students’ skills, while adhering to clear standards to ensure fairness.
“Project-based learning continues this year, enabling students to engage in research, experimentation, collaboration, and the use of technology and AI to enhance learning experiences,” he added.
Sara Al Mansouri, a teacher at the Applied Technology Institute, emphasised the benefits of creativity and flexibility in the new assessment system. “Teachers are in the best position to assess students’ skills through projects, research, and critical thinking activities. This opens the door for creativity and allows students’ talents to flourish,” she said.
Arabic teacher Suhaila Al Breiki added that the decision helps ease exam-related stress among students, creating a more enjoyable learning environment. “It encourages a love for learning by shifting the focus from temporary memorisation to deep understanding and practical application,” she said.
Al Breiki also noted that the reform presents a constructive challenge for both teachers and students, encouraging them to innovate and diversify assessment methods to more accurately reflect learners’ abilities. “Innovative assessment tools such as interactive projects, presentations, and portfolios with clear rubrics allow students to highlight their expertise and talents while helping them select their future specialisations,” she said.
Joud Waleed Alobthani, an 11th-grader at Al-Shawamekh School, said the new system reduces pressure and allows students to focus on understanding and applying knowledge rather than memorising for exams.”
“At the same time, formal assessments help prepare us for future academic stages, so balancing both approaches is valuable,” Alobthani added.
Parents also voiced their support for the ministry’s initiative. Muslim Alobthani highlighted the positive impact on both emotional and academic growth: “It reduces stress, encourages creativity through projects, and allows parents and schools to focus on nurturing students’ talents.”
Amna Al-Maskari, another parent, added: “This approach gives students time to develop hobbies and personal skills, promotes learning for understanding rather than grades, and instills self-discipline. Clear evaluation criteria ensure that students’ achievements are recognised fairly.”
