On March 13, 2025, twelfth-grade students across the Emirates faced their Arabic language exam as part of the end-of-second-semester assessments for the academic year 2024-2025. The exam, conducted at both public and private schools, sought to evaluate student proficiency and comprehension of the Arabic language.
Students expressed their comfort with the examination format, indicating it was suitable for the average student, devoid of unnecessary complications or puzzles. "Students expressed their comfort with the exam, pointing out it came at the level of the average student and free from complications or puzzles," reported Gulf News. This feedback reflects the examination's design, crafted to assess comprehension without overwhelming students.
The structure of the exam included both electronic and paper formats, catering to diverse learning needs and individual educational plans. School administrations confirmed they had received no complaints concerning either the exam's content or any technical difficulties experienced during electronic testing. One principal noted, "The exam was smooth and easy for students with no observations or obstacles reported," indicating effective administration on the day of testing.
Notably, the assessment also accounted for students with determination. Schools implemented specific controls and accommodations for these students, ensuring every individual had the opportunity to perform to the best of their ability. The adjustments made included modifications to question formats and allowing additional time where necessary. Special education teachers collaborated closely with school administrations to develop individual assessment strategies for these students, emphasizing the importance of inclusivity within the educational system.
“Some questions distinguished them with their depth, focusing on details requiring extensive thought,” underscored administrators, highlighting the examination's goal to challenge not only average students but also those who excel. Students appreciated the variety of questions presented, noting some required deep thought, which they found stimulating and reflective of their learning experiences throughout the year.
Many students echoed similar sentiments, including Muhammad Ragheb, Ahmed Al-Taweel, Adnan Skaif, and Ahmed Abdul Aziz, who noted, “The questions were comparable to what was available in the references and experimental tests, which made it easier for us to pass the exam easily.” Their feedback emphasizes the effectiveness of prior preparation and the alignment of the exam with their learning resources, creating a sense of confidence among students going forward.
The time allocated for the exam was deemed adequate, allowing students to complete and review all questions comfortably. Many commented positively about the exam's layout and the reasonable time frame, giving them the opportunity to reflect thoroughly on their answers. School principals emphasized the importance of student preparation and adherence to exam protocols, attributing the smooth conduct of examinations to students' commitment to following set guidelines.
Collaboration between school administrations and parents also played a pivotal role. School officials noted, “Cooperation with parents raised awareness of examinations and procedures,” highlighting the effectiveness of continuous communication through direct messages and digital platforms. This proactive outreach ensured parents were informed and engaged with their children’s academic requirements, promoting accountability and commitment on both sides.
The coordination between school staff, students, and families showcased how effective communication can positively influence educational outcomes. Schools made concerted efforts to provide the necessary means for the effective execution of the exams, which was particularly important for fostering student discipline and commitment within the examination halls. Such synergy indicates the school environment is not only focused on academic achievement but also on fostering supportive relationships involving families.
Overall, the Arabic language exam on March 13 proved to be successful, as noted by countless reports from students and administrators alike. With positive feedback underscoring the administration's capability and students’ preparedness, the examination could be considered not just as an assessment tool, but as part of the collaborative growth experienced throughout the academic year.
This examination reflects both the efforts of educational institutions to create fair assessments and the commendable work of students who prepare diligently. The success seen this semester leaves room for refinement and development of future examinations, ensuring continued support for all students, especially those requiring special accommodations.