examinability

Examinability is the quality of being subject to examination or testing. In common usage it refers to whether something can be evaluated by an exam or by scrutiny, and in scientific and philosophical discourse to whether a claim or proposition can be tested against evidence.

In education, examinability describes the extent to which course content is assessable by examinations. It depends on clear learning objectives, defined scope, and explicit alignment between taught material and what is tested. Examinable content is typically specified in syllabi, study guides, and past papers; assessment policies guide which topics are examinable. Good examinability supports fairness and reliability by ensuring that students are evaluated on material they were taught and that assessments reflect the intended outcomes. Poor examinability can arise from vague syllabi, inconsistent assessment practices, or overemphasis on incidental topics.

In philosophy of science and logic, examinability or testability concerns whether a claim can be subjected to empirical or logical testing. A claim that is not examinable may be considered non-falsifiable or outside scientific inquiry. Falsifiability has been proposed as a standard for scientific examinability, though debates continue about the limits of testability in certain domains such as theoretical physics, mathematics, or ethics.

Practical considerations include how curricula are designed, how instructors select material for assessment, and how students prepare. Transparency about examinable content helps students focus study and supports reliability and validity in testing. Overall, examinability is a multidimensional concept that intersects pedagogy, philosophy of science, and assessment policy.