Statement: Should there be no examinations up to Standard IX in all schools in India? Arguments: I. No. Students need to experience examinations from a young age. II. Yes. Removing exams will encourage lateral thinking and support creative pursuits. Choose the option that best identifies the strong argument(s).

Introduction / Context:
Statement–Argument questions ask whether a presented argument is directly relevant, reasonably generalizable, and sufficiently persuasive for the decision at hand. The proposal here is sweeping—doing away with examinations until Standard IX in all schools across India—so strong arguments must go beyond assertion or wish and address learning outcomes, assessment alternatives, implementation feasibility, and equity.

Given Data / Assumptions:

• The policy is nationwide and across diverse school systems.
• “Examinations” refers to formal, summative tests; formative assessment may still exist.
• Strong arguments need policy-relevant reasoning, not mere preference.

Concept / Approach:
To judge strength, evaluate whether each argument substantiates why the policy should or should not be adopted, with rationale that is not trivial, extreme, or purely emotive.

Step-by-Step Solution:
Argument I (“Students need exams from a young age”) is a bare assertion. It fails to show why formal summative exams (as opposed to age-appropriate formative assessment, projects, or competency-based evaluation) are necessary to achieve learning or resilience. Without mechanisms or evidence, it is weak.Argument II (“Exams hinder creativity so remove them”) is also generalized. Creativity can co-exist with assessments if evaluation is redesigned (portfolios, rubrics, open-book tasks). A total ban is not proven necessary for creativity and ignores accountability needs in large systems.

Verification / Alternative check:
Balanced policies often combine lighter, low-stakes assessment with feedback-driven pedagogy. Either argument could have been strong had it engaged with such design details, but as stated, both are insufficient.

Why Other Options Are Wrong:
“Only I” or “Only II” overvalues unsubstantiated claims. “Either” treats two weak, opposing assertions as strong. “Both” is impossible since they are mutually contradictory and neither is well-argued.

Common Pitfalls:
Equating “exams” with all forms of assessment; assuming creativity requires absence of evaluation; assuming early exams inherently build discipline without evidence.

Final Answer:
Neither I nor II is strong.