1. We all know that there are other things in a student's life and that there is often a disconnect between what a parent wants, what a student can do, and what a teacher is willing to support. But more 1. often than not, when the stars align, we get the rapture. Everyone's aspirations, schedules, and stimuli take place in magic.
At this point we should have two situations: one is a happy, ready, excited student, who plays brilliantly and gets good results, and is a concerned, lightly prepared, frustrated student who does not play very well and gets a mark that reflects. Simple, isn't it? In this world, the student learns that the effort is equal to the reward that the parent can understand what went well and what the teacher agreed or I told you.
And yet, sometimes, an examiner will get a result for their exam that supports the effort and support it puts into it. This is where the 'system' of tests can read flat on its face, as a positive learning experience.
So, here are four rather straightforward results for exam preparation: 2
Situation 1: deserves a good mark, got a good mark
। A practical method of entering the exam from students and parents
Exam hard work leading up to just before the exam date
• The test goes well and a good number is obtained
This scenario will look like this for teachers and students:

Situation 2: A good sign deserves, one does not get a good mark
। A practical method of entering the exam from students and parents
Exam hard work leading up to just before the exam date
The test is good for the student, but the examiner has other ideas
Now we have a view that looks better:

Situation 3: Doesn't deserve a good sign, got a good mark
• Competitive parent or overbearing student leads to an inappropriate examination
Very little work, or last-minute cramming toward the Exam
The Am test somehow goes well
The result of this shocking scene:

And finally, situation 4: did not deserve a good sign, did not get a good mark
• Competitive parent or overbearing student leads to an inappropriate examination
Very little work or last-minute cramming toward the Exam
Testing as predicted is a disaster
For teachers and students, this situation might look like this:
1. In Scenario 1, both the teacher and the student are very happy and applicable.
2. In Scenario 2, the teacher is a bit nervous and fairly frustrated but knows that the system has a flaw. The student is simply upset and does not understand.
3. In Situation 3, we as teachers are failing in every sense. The stress of cramming has increased yet no education has been taken. On the other hand, the student is delighted.
4. In Scenario 3, there is an optimistic satisfaction that the teacher was given the appropriate marks and hopes that the student has learned life lessons. Students are frustrated and do not see the 'bad' result in the past.
Here are four scenarios:
I have had experience with all four. I am happy to report that most of the time I and my students end up with our lovely view but situation 2 has nurtured its ugly head from time to time. And as for the other two, I've also had lots of experience with those and many fine variations! But the real question I put to you is: What helps the student more - get a better result, or get the results they deserve?