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!
