Exams

The Purpose of Exams

Examinations are an important part of the learning process. Their primary purpose is not simply to assess students, but to provide a structured opportunity to revise, consolidate and strengthen the material covered throughout the term. They help students identify areas requiring further attention and reinforce their understanding before progressing to new topics.

Examinations should be viewed as a shared academic effort between the students and their teachers. During the revision period, students are expected to revise diligently, whilst teachers will guide, support and assist them in preparing for the examination. The aim is not to catch students out or make the examination unnecessarily difficult, but to help them achieve a thorough understanding of the material they have studied.

To support this process, the Institute provides past papers, examination templates and dedicated revision time before each examination. These resources are intended to help students revise efficiently, become familiar with the style of the questions, and approach the examination with confidence.

Students are therefore encouraged to view examinations not merely as a means of assessment, but as an integral part of their learning and academic development.

Types of Exams

Some assessments are designed not only to evaluate learning, but also to promote revision and long-term retention.

In these cases, an examination template is provided in advance so that students know exactly what they are expected to prepare. This enables them to revise the material thoroughly, reinforce key concepts through repetition, and commit important information to long-term memory.

The objective is to use the assessment itself as a means of strengthening learning.

Examination Preparation

Planning

Before beginning revision, students should estimate the number of revision hours available before the examination and compare this with the amount of material to be covered. A realistic revision timetable should then be prepared.

Revision Time Available for Full-Time Students

In-class revision: 36 hours (9 days × 8 lessons × 30 minutes)

Revision Day (day before the examination): 4 Hours (1 day x 8 sessions × 30 minutes)

Independant Revision - Daily: 9 Hours (9 days × 60 minutes)

Independant Revision Weekend: 12 Hours (3 weekends × 2 days × 2 hours)

Total Approximate Revision Time: 63 hours 

Revision Time Available for Part-Time Students

In-class revision: ≈ 19 hours (10 days × 5 lessons × 25 minutes)

Revision Day (day before the examination): 2 Hours (1 day x 5 sessions × 25 minutes)

Weekend Revision (Independent): 12 Hours (3 weekends × 2 days × 2 hours)

Total Approximate Revision Time: 33 hours

Revision Tips

Year 1

The priority should be to revise the material repeatedly until it becomes familiar. There is generally no need to produce extensive additional notes, as the textbook itself contains the information required for revision. Teachers will also assist students by revising the material during lesson time.

Year 2 - Dawrah

For smaller books, it is often possible to revise the entire text from cover to cover, sometimes multiple times. 

For larger books, the Revision Markers should serve as a guide, enabling students to focus on the passages that require the greatest attention. 

Additional Tips

• Students are encouraged to refer to past papers or the examination template to become familiar with the style and structure of the questions they can expect.

• Revision should primarily be a process of recalling and consolidating previously studied material rather than undertaking fresh, in-depth research. The objective is to strengthen what has already been learnt, identify gaps in understanding, and improve speed and confidence in recalling information. For this reason, the revision period is generally not the ideal time to consult numerous additional commentaries or pursue extensive research. Whilst such study is valuable during the academic year, it can easily distract from the primary goal of revision, reduce the amount of material that can be covered, and place an unnecessary burden on the student. Attempting to research too many new issues at this stage often leads to increased stress and a feeling of being overwhelmed.

Students should therefore focus on revisiting their textbooks, notes, classroom explanations and revision markers until they can confidently recall and explain the material already studied. 

Forgetting After Exams

While retaining knowledge is certainly important, it is not the only purpose of studying. Many books are intended not merely to impart information, but to develop ways of thinking and essential academic skills.

Just as mathematics develops problem-solving and numerical reasoning, many of the Islamic sciences cultivate particular intellectual abilities. Usul al-Hadith trains students to assess and critique reports. The study of Arabic literature expands vocabulary, develops an appreciation of style and expression, and strengthens the ability to understand challenging texts. Fiqh and Usul al-Fiqh develop legal reasoning, structured analysis and the ability to apply principles to new situations.

It is therefore natural that, over time, some details will be forgotten. However, this does not mean that studying the book was of little benefit. The knowledge acquired may have developed your judgement, improved your ability to learn, strengthened your analytical skills and shaped the way you approach future study. These are lasting benefits that often remain long after individual facts have been forgotten.

Not Making The Pass Mark and Repeating A Year

Each year of the programme builds upon the knowledge and skills developed in the previous year. This is particularly true of the first year, where students establish the foundations upon which the remainder of the course depends. For this reason, a strong understanding of the first-year material is essential before progressing further.

The pass mark reflects this expectation. Although the minimum overall pass mark is 80%, students should aim well above this. A result in the high 80s generally indicates a much stronger foundation for the years ahead.

Decisions regarding progression are never made lightly. When considering whether a student is ready to progress, the institute looks beyond examination results alone and carefully considers the student's overall ability to cope with the demands of the following year.

Some students experience genuine difficulties during the academic year and may ask for leniency in the hope of avoiding a repeat year. While these circumstances are taken seriously, allowing a student to progress without the necessary foundation often creates greater difficulties later. The following year's subjects become significantly more challenging, and students frequently find themselves unable to keep pace with the class.

Experience has shown that attempting to save one year can sometimes result in losing two. There have been occasions where students progressed, or joined, at a level beyond their ability, only to discover that they lacked the necessary foundation. As a result, they were unable to complete that year successfully and eventually had to return to the previous year. Had they strengthened their foundation first, they would have been in a far better position to progress with confidence.

For this reason, repeating a year should not be viewed as a punishment or a sign of failure. Rather, it is an opportunity to strengthen the knowledge and skills needed for long-term success. A solid foundation benefits a student throughout the remainder of the programme.

If repeating a year would cause financial hardship, students are encouraged to contact the institute. We will endeavour to make suitable arrangements wherever possible. However, the institute cannot compromise on its progression policy, particularly in the early years, as this policy exists to ensure that students are equipped to benefit from the years that follow.