Let’s Call Final Exams AFFIRMATIONS

I’m not sure where educators came up with the term “finals” in reference to the last big test at the end of a course. But, I would like to propose that we change the term. I would like to call final exams “AFFIRMATIONS.”

At our school, we have been studying and implementing standards-based grading practices for nearly six years now. Every year at the end of each semester, the practice of final exams is the “hot topic” in the teachers’ lounge. Where do final exams fit in a standards-based environment?

Given the fact that high-stakes, standardized assessments still exist in the “real world,” I do believe there can be value in having comprehensive finals. A high-stakes assessment experience conditions students for other high-stakes experiences such as the ACT, Advanced Placement exams, or college exams. A comprehensive assessment that is of high quality can give a snapshot picture of a student’s long-term retention of course content.

On the other hand, final exams are the autopsy approach to assessment. It’s too late to prescribe any improvement strategy if we wait until the end of course to measure learning. What about the quality or reliability of a teacher-made assessment? And, lastly, a final exam can be a “make or break” for a students’ overall grade. How many times have we heard, “I can fail the final and still get an A- in the class,” or worse, “Even if I get a perfect score on the final, I still can’t pass the class, so why try?” Any grading practice where students can opt out of learning can’t be effective.

We have agreed upon the following: 

Teachers will give a scheduled assessment during the scheduled final time that:

a.       Is comprehensive over one or more units of instruction.

b.      Is in a format with material that is clear to the students – no surprises. Quality over quantity.

c.       Is authentic. If the learning goal or standard is to write an essay, a scantron, multiple choice test is not authentic.

d.      Does not have a “death penalty” effect or “no effect” on the student’s overall grade.

In summary, the final exam should be an AFFIRMATION of student learning evidence observed and collected by the teacher over the period of the course! If the end result for a student does NOT affirm what a teacher has seen throughout the course, then as they said in Apollo 13, “Houston…. We have a problem.”

If we agree upon the characteristics of good assessment and feedback practices such as;

•  Authentic to a specific learning goal
•  Measures learning over time (including growth or improvement)
•  Indicates student performance at a particular point in time

Then,  in a standards-based grading system, the following options could be useful.

Example 1: (preferred)

If the exam is cumulative in nature and addresses learning goals throughout the semester, it would be appropriate to look at this exam as but one additional piece of evidence of the student’s learning profile. An AFFIRMATION! Not as a percentage or final score for the course. Arriving at the final overall course grade could involve editing individual measurement topic scores from the beginning of the semester. Then, examine the trend to arrive at an overall course grade.

Comprehensive Final – Items organized by 4-point scale levels (3 is target or proficiency expectation) – balanced # of items from each topic or learning goal.

Topic/Goal	1	2	3	4	5	Final Semester Grade	Final Letter Grade
Score	2.25	3.5	4	2.75	3	3.1	A-
Final Exam scores	3	3	3.25	3.5	4
Adjusted Goal Scores	3	3.25	3.75	3.25	4	3.45	A-

*remember the final semester grade is an average (the only time averaging is used) of the topics/learning goals

Example 2:

Another approach might be to make a cumulative final exam an additional measurement topic for the semester. Again, just one additional piece of evidence in the student’s learning profile. Not a percentage or final score for the course.

Topic/Goal	1	2	3	4	5	6 Final Exam Score	Final Semester Grade	Final Letter Grade
Score	2.25	3.5	4	2.75	3	3	3.08	A-

*remember the final semester grade is an average (the only time averaging is used) of the topics/learning goals

Caution: This example potentially places more “weight” on the overall grade – in the example above it is 20%!

However we approach final exams, it is important to remember the components of effective assessment and feedback. Teachers, in collaboration with their students, must arrive at a course grade using professional judgement and the preponderance of learning evidence collected over time. Let’s call the final exam what it is supposed to be…an affirmation! 

How is your school using final exams? I would love to hear your comments!