We, undersigned, contend that prioritising exams as favourably weighted methods of assessment creates a systemic imbalance which benefits those have have been exposed to the best exam training(which entails issues of class and culture), individuals whom perform best under stress, and those without mental health issues. It does not truly assess the extent of real learning, but rather the ability of an individual to perform under certain, pre-set, and structurally biased conditions.This allows for the recapitulation of entrenched systems of thought and is viewed as retrogressive in it's stance.

We believe that an academic system which strives to maximise the capacities of ALL of it's students is desirable. It is progressive in that it aims to address academic imbalance, is key to the long term success of it's students, lecturers, the longevity and reputation of said system.

While this is a small step to take in said direction, we believe that it is an important one.