This paper looks into the issues of examinations and how examinations impact the lives of students. The study explores whether differentiated examination papers, gender and type of school influence student achievement and whether they have any consequences on the future aspirations of students.

The study was carried out in six Maltese schools, representing a girls' and boys' Private School, Junior Lyceum and Area Secondary School. A number of observations and interviews were carried out with teachers and students in these schools.  Examination results obtained from the MATSEC Support Unit were also analysed.

The evidence presented suggests that assessment practices in Maltese schools are still very much grounded within an examination culture. This leads to teaching to the test and shallow learning. While there are no significant gender differences in achievement, type of school related to a differentiated paper system emerges out of the data as being influential in determining the performance and future opportunities of students. This indicates that examinations in Maltese schools are not fair for all students and that they may advantage one group of students over another. This points to the need for a "need model" of educational assessment focusing on positive achievement rather than selection and control.