Assessment methods have more effects on the strategy of study; if an exam requires the recall of factual information, then students adopt the surface-level approach or rote learning (Newble & Jaeger, 1983). Measuring the learning outcomes of students is paramount for learning and teaching improvement. However, in the Pakistani education system, the scenario is quite contradictory. Instead of supporting learning, the exams are spoiling the real learning process. These exams have complete control over learning and teaching processes; all the pedagogies and strategies of stakeholders revolve around the examination. Negative washbacks are explored through a systematic review of twenty-year studies, which showed that in Pakistan, high stakes (external exams) are mostly conducted and have predefined goals like promoting students to the next grade, giving them jobs, and admission to higher education. These goals were set in view of colonialism's requirements for the subcontinent. Still, our exams have the same goals even after decades of independence: rather than testing student learning, critical, analytical, and creative ability, our exams focus on testing the memory of students; thus, students and teachers adopt strategies of rote learning to score better in exams. Therefore, it is necessary to divert the approach from examination-centered to student-centered, which can promote our students' critical, analytical, and creative abilities instead of making them habitual to rote learning, cramming, and cheating, which is very dangerous for any country's educational system. Empirical recommendations rendered here can improve the examination system in Pakistan and foster critical, analytical, and creative thinking abilities.