I refer to the letter “PSLE chisels away at children’s confidence” (June 5). Such a view, that examinations add to stress without being a good measure of competence, has garnered traction lately.

Plausibly, good exam grades can be deemed as too narrow an indicator of overall student ability. It tests mostly information retention and, at higher levels, analytical skill. Notably absent is creativity, but creativity is difficult to measure.

Grading criteria set to qualify creativity fail because of its intangible nature. Other pertinent skills, such as public speaking or subjects outside the syllabus, might not be measured by good grades either.

Furthermore, there is the burden of stress. An alarming 22 per cent of Singapore children (ages six to 12) think about suicide, 2010 figures from Samaritans of Singapore showed.

It is well known that Singapore students achieve some of the best academic results in the world. However, the psychological cost of imposing a rigid educational system to achieve this is not known.

But exams are recognised as, if not the best, the official way of measuring student achievement. If they do not adequately indicate competence, they indicate some measure of hard work.

Stress can break pupils’ spirits or build resilient attitudes that can weather harsh challenges. Mental fortitude and the capacity to work hard are both highly prized in the working world, although this must be backed up by practical or technical skill.

Stress should not be a reason to abolish exams. The modern Singaporean should be conditioned to handle such strain.

Still, this is a pertinent problem, afflicting children’s psychological health. More attention must be given to help pupils through exam stress, rather than attempt to circumvent the problem, which would cultivate a generation of feeble youngsters.