Why Some Students Know the Content but Lose Marks in Assessments
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By Zayna Dar, Founder, Shuhari Tuition
We’ve all been there. Your child comes home from school frustrated and upset after getting a test back. They’re disappointed with their grade, but they tell you they understood the topic in class and revised thoroughly. However, the grade on the paper doesn’t match the effort they put in. As a parent it can feel confusing - where exactly did they go wrong?
This situation is far more common than families realise and it often leaves students feeling anxious and unsure of themselves. When results don’t reflect effort, students may start to question their ability even though their understanding is secure. In many cases, the issue isn’t ability but a lack of what educators call exam literacy. This is the ability to understand how exams work and how marks are awarded.
A student may know the content well but without this skill they may struggle to convey this knowledge in a way that meets the assessment criteria.
Understanding content is not the same as understanding questions
In lessons, students are usually taught how to understand a topic in a broad and connected way. They learn key concepts and how they relate to and build on other important concepts previously taught in class. While this breadth of understanding is essential when being introduced to a new concept, it doesn’t necessarily teach students how to respond to the very specific demands of an exam question.
Exam questions are designed to test particular skills and only answers that specifically address the question are rewarded. A student may know a great deal about a topic but still lose marks if they don’t focus on what the question is asking them to do. Understanding the content helps students know what to say. Understanding the question determines how they should say it.
The art of interpreting exam questions
One of the most underestimated skills in exams is interpreting the question accurately. The command word, whether that’s analyse, explain, evaluate, or something else, determines the way you word and structure your response. Students often rush past these details because perhaps the topic feels familiar and they want to get started quickly.
However, this can lead to answers that seem sensible at first glance but don’t quite fit the question. A student may describe a process when explanation is required or explain a concept when evaluation is required. These differences matter to examiners and they can make the difference between an average and a high mark. Learning to pause and unpack a question is a skill that needs to be practised.
Evidence without explanation loses marks
In many subjects, students are expected to support their points with examples or quotations. Knowing what to include is only the first step. Examiners want to see that students understand why that evidence is relevant and what it shows.
A common issue is that students think it’s enough to drop in a fact or quotation and move on. The problem is that the explanation is missing or too brief. This results in marks being lost even though the student might have made a creditworthy point. A clear explanation that’s developed and directly addresses the question is far better than littering your response with facts or quotations and hoping for the best.
Exam technique under pressure
Assessment conditions change how students perform. Time pressure can cause even confident students to rush or panic. Some students write too much and lose focus. Others write too little and take for granted that the examiner will understand what they mean. Neither approach is rewarded very highly.
Concise answers that are well-structured and get straight to the point are what students should aim for. Examiners can’t infer understanding that’s not explicitly stated. Students need to learn how to pace themselves and present ideas clearly under timed conditions. Exam technique is something that needs to be built through consistent practice.
Why progress can stall despite hard work
Many students reach an optimum point after which revision doesn’t lead to better results. This can be confusing and demoralising for a student. The issue is often that the student is revising content but not practising how to apply it in exams. Without targeted feedback, the same mistakes are repeated. If you’re wondering why your child is working hard but still finding school tough, check out our previous blog.
This is where focused skill development becomes essential. Students need to understand how marks are awarded, or, in other words, how to think like an examiner. When they can see the gap between what they wrote and what the examiner deems an acceptable response, they’re better able to improve.
How targeted support helps students improve
At Shuhari Tuition, we focus on helping students work on their exam technique so that they know how to translate their knowledge into marks. We teach them how to analyse questions carefully and select the most relevant information. We model high-level responses and explain why they score well.
Students are also guided to reflect on their own work and identify where marks are gained or lost. This builds the critical skill of self-reflection, which helps students improve their answers and become more effective independent learners.
The importance of developing exam skills, not just subject knowledge
For parents, it can be difficult to spot issues like poor exam technique at home, as your child may explain a concept fluently in conversation and appear well prepared for an exam. Written assessments require a different skill set and these skills aren’t always taught explicitly in school.
With the right guidance, your child can learn how to show what they know in a way that examiners reward. This leads to better preparedness for exams and more consistent results. Knowledge matters, but knowing how to apply knowledge under exam conditions is what really makes the difference.
