Why Do We Still Have Final Exams?

A Critical Need for Change

Rethinking Final Exams: A Critical Need for Change in High School Education

In an era where continuous learning and adaptability are key, schools and universities should reconsider the traditional practice of final exams. As we integrate dynamic tools like AI into our instructional and assessment strategies, it is time to question the alignment of final exams with current educational standards and student well-being.

1. Authentic Assessment vs. The Final Exam

The shift towards authentic assessment, which emphasizes ongoing, varied evaluations, starkly contrasts with the final exam's 'all-or-nothing' approach. Dave Powell, an associate professor of education, criticizes final exams as a tool that offers only "a snapshot in time of actual student learning" (Education Week). This perspective aligns with contemporary educational approaches that advocate for a comprehensive evaluation of student progress, one that AI tools can significantly support by providing real-time feedback and adapting to individual student needs. If schools insist on having final exams, they need to reformulate them so that they are only one assessment among many. Ideally, they should involve choice so that they have multiple opportunities to demonstrate skill and content competency.

2. The Stress Factor

The mental health impacts of final exams cannot be overlooked. Students truly suffer during final exam periods. A student’s remark from HHS Media highlights the enormous stress finals can induce: "Taking exams really affects a student’s mental health. It gives them this survival mindset meaning 'If I fail these exams then I won’t be able to do anything when I grow up'" (HHS Media). This highlights the undue pressure and anxiety associated with high-stakes testing, raising questions about the necessity and healthiness of such a stressful educational environment. When under this stress, students are more prone to illness and infection. Stress escalates as students feel obligated to attend school while sick in order to not miss essential reviews or exams. If schools insist on having final exams, they should offer students extensive support to help manage the stress of the situation, and they should work to structurally minimize that stress from as many angles as possible. The goal of a final is to assess skills. The objective should not be to replicate a high-pressure environment reminiscent of our own school days, where the bulk of the assessment hinged on the student's capacity to withstand stress.

3. Challenges in the Context of Endemic Illnesses

In the context of endemic illnesses like COVID-19, the inflexibility of traditional final exams in high schools is increasingly problematic. These exams do not account for this cyclical rise in illnesses, especially during winter months, which conflicts with the principles of fair and flexible assessment. "Daily global COVID-19 infections are projected to rise during the northern hemisphere's winter months," as noted by the University of Washington's analysis, highlighting the need for more adaptable assessment strategies in schools (Reuters). This situation necessitates a shift in educational systems to accommodate these challenges, promoting a more equitable and inclusive approach to student evaluation. Should schools choose to maintain final exams, they must formulate policies that are more adaptable, addressing both the stress associated with these exams and the periodic increases in illness due to COVID-19.

4. The Teacher's Workload

The workload for teachers, especially during final exam periods, is substantial. According to Education Week, teachers work around 54 hours a week on average, and much of this time is not spent on direct teaching but on tasks like grading and planning. The article notes, "Teacher dissatisfaction appears to be at an all-time high, with heavier workloads in part to blame"​​. This statement underscores the need for reassessment of the final exam structure, not only to aid students but also to ensure that teachers can have a genuine break for their own well-being. Grading essays or exams for 10-20 hours over a break does not constitute an actual break from school activities. If schools continue to insist on final exams, they should develop grading schedules that allow for teachers to complete final records while on campus.

5. High-Stakes Exams and Socioeconomic Disparities

Moreover, high-stakes exams often exacerbate socioeconomic disparities. Research indicates a correlation between socioeconomic status and the likelihood of passing exams, with students from lower-income backgrounds disproportionately affected (Center For Global Development). This further emphasizes the need for a more equitable and inclusive assessment approach that does not penalize students based on their socioeconomic background. Some students have more resources to lean into during final exam schedules. Some students can secure quiet study spaces by getting rides to and from school. Some students come from families who have generations of experiences tackling difficult summative exam experiences. But many do not. If schools continue to insist on having final exams, they need to enter into the business of teaching students the skills to work through such challenges.

Conclusion: A Call for Change

In light of these considerations, the traditional final exam format in high school education appears increasingly misaligned with contemporary educational goals and student needs. As we embrace AI and other educational technologies, we have an opportunity to rethink and reform assessment methods. A transition to continuous, human-centered assessment could offer a more nuanced and supportive approach, aligning better with our educational objectives and the well-being of our students and teachers. If schools are determined to retain final exams, it would be advisable to schedule them 1 or 2 weeks before the semester's end.

In this way, students will have the opportunity to make-up missed exams and revise completed for the final if a teacher is open to alternative assessment strategies. In addition, such a shift will give teachers the opportunity to grade before going on break and to actually spend time reviewing the content assessed on the final in a classroom environment. In addition, a final week could blossom into a truly reflective time and space where we empower students to do the big metacognitive work of surveying group covered, evaluating pathways taken, and mapping out trajectories for future engagements. If teachers are truly daring, they could use these reflective periods as an opportunity to engage students in evaluating and enhancing the class's processes and procedures. Instead of relying on anonymous surveys, these evaluations could take place through live discussions, allowing students to offer real-time feedback and suggestions for improvements in the upcoming semester or year. This approach fosters a more interactive and dynamic classroom environment, encouraging student involvement in the learning process.

The time has come to open a dialogue about transforming our assessment practices to create a more equitable, supportive, and effective educational environment for all.

Thanks for reading, Educating AI!

Nick Potkalitsky, Ph.D.