Prof. Pavlidis Proposal for Oral Examinations

The Constitutional right of equal and transparent treatment stipulates that every child has to be examined/tested in the manner that proves their true knowledge and ability. In fact, the Constitution dictates that for every procedure-examination in the public sector, there should be transparency; in other words, every decision or assessment has to be objectively verified, to ensure that it is lawful and fair. Furthermore, EU Directive 2000/78/EC forbids unfair-biased treatment of persons with special needs (the Disabled) and pupils with Specific Learning Difficulties belong to this group (for the sake of brevity they will be referred to as dyslexics).

Differences between Written and Oral Examinations:   The major difference between an oral and a written examination is the way they are carried out. This is particularly true about Pan-Hellenic University Entrance Examinations. The difference lies in the fact that written examination papers are graded anonymously, not by their invigilators, but by other teachers, from other prefectures. 

On the contrary, those marking oral examinations are both invigilators and examiners, who also know exactly who they are examining-grading. Additionally, when dyslexics are examined orally, the principle of transparency is violated, because it not recorded, in any manner or method, what was asked or what answers were given. Only the examinees, the examiners and God know if the examination was fair or unfair and nothing can be adequately checked-verified. This raises reasonable suspicion as some individuals may be favoured, but dyslexics are usually treated unfairly due to the ignorance of some examiners.

Having objective proof of the examination [videotape] is going to render oral examinations equally transparent and objective to written ones; therefore there will be a counter-incentive for non-dyslexics to seek oral examination, as sometimes, rightly or not, appears in the Media, thus creating an unfair climate at the expense of dyslexics. 

No non-dyslexic (who, generally speaking, performs equally well or better in written exams) may not seek a ‘false’ dyslexia certificate from authorised state agencies any more, because no parents would find recourse to an unlawful action to harm their child. Furthermore, they cannot intervene in favour of their child, because parents will not be able to know the examiners, nor will the examiners get to know who they are grading, just like the case is with written examinations. This will put an end to any rumours of potentially unlawful certification. Therefore, false certificates, and suspicions of favouritism will be eradicated, as well as frequent complaints against bona fide dyslexics, particularly during Pan-Hellenic examinations, caused by the ignorance of some examiners.

It is morally, educationally, legally, economically and humanly unfair and harms all pupils examined orally [it obliges all pupils presenting medical problems and Specific Learning Difficulties (Dyslexia, Dysorthography, Dyscalculia, Dysgraphia, Dysanagnosia) who are entitled to be orally examined, according to Law 3699/2008, to travel only to Athens, Pireas or Thessaloniki to sit the Pan-Hellenic examinations]. Dyslexic children are known to suffer from extreme anxiety during examinations. When they are obliged to be examined in such a different and unknown environment, we know that their already increased anxiety will be further increased (just like in all of us) because of encountering the unknown. Increased-too high anxiety often leads to low morale and lower performance levels. Therefore, their performance levels and their probability to enter the university department they could have entered under normal circumstances are automatically reduced. It is very difficult for any child and much more so for a dyslexic child to study in an unknown environment (e.g., a hotel room), rather than in the room they usually study. When they are away from their home, they are obliged to be deprived of the assistance, care and support they usually have there. On the contrary, their competing classmates keep having their usual assistance (e.g., coaching school, care, psychological and learning support from their family members, etc.).  Therefore, the performance of dyslexics will be reduced and they are competing under unfair terms. 

There are also families with two or more children and one is participating in the Pan-Hellenic examinations. If the mother is obliged to accompany the dyslexic child to Athens or Thessaloniki, they are going to leave their other children without help during the Pan-Hellenic examinations. Consequently, both dyslexic and non-dyslexic children are treated unfairly. There are also financial issues, which have always been a burden, but under recession conditions the amount required to cover travelling and accommodation expenses becomes an unbearable burden, particularly when big cities like Athens-Pireas or Thessaloniki are involved. Unfortunately, there are many families that cannot take leave of absence from work, or have to look after other dependants as well, or simply cannot afford such expenses. This is why numerous dyslexic children are automatically excluded from the examinations. This means that the dreams and future of the children and their families are unfairly crushed. Who is going to compensate them for this injustice? A simple and fair solution is proposed, which can provide the same transparency and objectivity in oral school or Pan-Hellenic examinations.