School assessment — Should Class IV children have Board examinations? Statement: Should class IV children have Board examination? Arguments: I. Yes. It will motivate children to study and score higher, improving early learning. II. No. It will force children to study mechanically, reducing enjoyment. III. Yes. In a competitive world, children must be prepared from the beginning to face tough exams. IV. No. It will add pressure on tender-aged children and cut their play time.

Introduction / Context:
This question weighs early high-stakes testing against child development. We identify which arguments have substantial educational psychology or policy grounding.

Given Data / Assumptions:

• Class IV typically involves children around 9–10 years old.
• High-stakes exams can affect motivation, stress, and learning quality.
• Competition is a real-world factor, but developmental readiness and holistic growth are also critical.

Concept / Approach:
Arguments stressing harmful pressure (II, IV) are empirically compelling. Preparation for competitiveness (III) can be strong if “preparation” is appropriate and age-sensitive. Argument I assumes exam pressure improves learning, which research often contradicts at very young ages.

Step-by-Step Solution:

Verification / Alternative check:
Many systems opt for continuous, low-stakes assessment rather than Board exams at very early stages, aligning with II and IV while acknowledging III’s preparation goal.

Why Other Options Are Wrong:

• All strong: includes the weak I.
• Only I, II and IV / Only I and III / Only I and IV: all rely on I, which is not robust.

Common Pitfalls:
Equating “motivation” with “anxiety-driven studying.” Sustainable motivation is fostered by engaging pedagogy, not early high-stakes exams.

Final Answer:
Only II, III and IV are strong