This period of the year is characterized by examinations which are still equated with stress affecting students, families and schools. In the past years there have been measures to reduce the stress associated with this testing period in secondary schools but these measures have unavoidably complicated the system in a way that we have instead stressed up the entire system and school community. These measures would be seen as a necessary evil if they were assisting students in improving their academic abilities. Feedback being gathered from schools shows that we are instead shaping these exams and their administration to accommodate students' diverse abilities to the extent that we are defeating the purpose of standardized exams. We are providing so many forms of assistance during exams through services called access arrangements that a mark or grade in an exam is practically insignificant unless we equate it with the individual student. If you still think that a higher exam mark in a subject is indicative of better academic achievement, you may still have the traditional perspective of exams. An example shall assist us.   John, Paul and Joseph are three students who attend lessons in particular subject in a mixed ability group. John has average marks and he always manages to pass exams in the subject. Paul has a certified specific learning difficulty and receives ongoing support from trained personnel in the area. Joseph is a statemented student who is constantly supported by a Learning Support assistant. Their teacher does her utmost to present teaching material in a way which meets the needs of all students. She collaborated with other colleagues to prepare an exam paper in the subject which would meet the abilities of students. During the exam, John manages to answer all questions but has to rush with the last questions as he does not have enough time left before the end of the exam. Paul is assisted by a reader who reads each question. He is also given some extra time and he manages to finish the paper in the extra time allocated. Joseph is not following the same exam paper as his teacher and Learning Support Assistant prepared an adapted paper. He is being assisted by his Learning Support Assistant in answering all questions. All three students did fairly well in their exam as confirmed by their marks.   The marks of the three students have a meaning only when they are equated with the three individual students. They are however meaningless when compared with each other. This example is not the exception but is becoming the norm in schools and is defeating the purpose of standardized exams.   Another issue that requires attention is the percentage of the scholastic year which is being dedicated to half yearly exams. These exams are being spread on two weeks with three exams per day in most schools. Another week is being dedicated to revision by teachers and almost another week to carry out reporting and follow up work to address the outcomes of exams. This means a whole month dedicated to exams. If we look at it from an administrative perspective, school administrators would have been working on exam timetables, invigilation, supervision, paper sorting and access arrangements for more than two months. If the outcome of this exercise results in improved academic achievement of students, in establishing ways to address under achievement or in providing revised support structures, we can justify the effort and time dedicated to exams. However, if it yields outcomes which are insignificant, irrelevant or even absurd, and which do not provide the basis to carry out intervention, we need to find ways to rethink half yearly examinations in secondary schools.