I've been following the discussion on testing. It's a pattern I've seen in many styles.
The tradition I follow is somewhat different. We only have one examination, that for ShoDan, and in every sense it is more of an initiation than a formal test. The testee would not be there if they were not fully qualified before the examination.
When my instructors trained in Okinawa, the founder of Isshinryu did not test anyone. He simply handed them an Obi when they were ready for the next level of training.
I was trained in that manner myself and have continued with the tradition.
The Kyu simply trains under the direction of the instructor. In every sense, they are being examined every night, whether they train or not, how much effort they are placing on their studies. When they are ready, their training progresses or regresses as required. This is explained to everyone their first class.
While I and my instructors have quite definite rank requirements, they are never discussed with the student.
In my experience I have seen schools (and I am in no way implying any of your schools have this happening) where students train for their tests, and then really slack off afterwards until the next testing cycle approaches. I never liked that occuring and have always done my best for my own students to not let that happen to them.
Of course I incorporate the Heisenberg Uncertainty Principle into our class structure for all students, so they never know what will be happening next in any class. That helps keep them on their toes too.
Rank when it is awarded, is simply recognition they are moving onto more complex studies, and that I have the right to yell at them louder when they make a mistake <grin>. Of course I only do that with Brown Belts, but by then they need the encouragement.
Likewise, when a candidate is ready for their ShoDan examination, they have already proved themselves capable in their training, and now have the fun of experiencing the test (which I will tell in part, they give to themselves).
I just wanted to add a different point of view. I've been following this tradition for 27 years now and see no reason to change in the future either.
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Victor Smith
And Not to Test
Moderator: Available
And Not to Test
My instructor does something slightly different. Again, no tests until Shodan, but all students are aware of what they need to be able to do to progress. When the instructor has seen a student do all that is required for their next ranking, in class, that student is promoted. The faster they learn from training more (if they so choose) the faster they progress, and the faster they go up in rank. Note that this is still slow as molasses, but at least students know where they are, what they need to do, and don't have to worry about test fees. And it takes the emphasis off of the belt, too, it seems.
And Not to Test
I may be oversimplifying your observation but you rightly note that tests come in different forms.
If I may add, it may be that proponents of high-stakes tests are more concerned with competence, possibly motivated by a rising tide of mediocrity or concerns for deteriorating curricula. On the other end are those placing more emphasis on student self-esteem.
If I may add, it may be that proponents of high-stakes tests are more concerned with competence, possibly motivated by a rising tide of mediocrity or concerns for deteriorating curricula. On the other end are those placing more emphasis on student self-esteem.
