A call has been made for the Ministry of Education to reconsider the scheduling of oral examinations for primary school students due to concerns over the impact of long waiting periods on children’s performance and well-being. An observer noted that many pupils begin their school day early, often arriving between 6:30 a.m. and 7 a.m., despite lessons typically starting around 7:20 a.m. However, oral exams are frequently scheduled from mid-afternoon, sometimes extending until 5 p.m.

For students assigned later time slots, this arrangement can result in nearly 10 hours spent at school, much of which involves waiting after a full day of classes. As a result, many pupils may experience fatigue, hunger, and mental exhaustion by the time they sit for their oral tests. Given that oral examinations are designed to evaluate communication skills, quick thinking, and confidence, these prolonged intervals could hinder students from demonstrating their true capabilities.

The extended waiting periods may also contribute to increased stress and anxiety, particularly among younger children. The individual proposing the review acknowledged the logistical complexities involved in organizing oral assessments and coordinating the necessary staff. Nevertheless, alternative approaches were suggested, such as conducting oral exams during regular school hours, staggering pupils’ arrival times, or implementing other methods to minimize waiting times while maintaining fair and valid assessment standards.

The appeal emphasized that adopting a more student-centered scheduling system could foster fairer testing conditions and help pupils perform at their best. It urged the Ministry of Education to consider the negative effects that current examination schedules may impose on young learners and to take steps aimed at improving the process.