If the assessments administered throughout the term are truly accurate and valid, then a final exam becomes redundant. A teacher who tracks student progress through authentic projects and regular check-ins already possesses a comprehensive map of what each student understands. There is no logical reason to believe that a single two-hour sitting provides more reliable data than months of consistent performance. If we trust our daily grading practices, we should feel confident in the final marks we have already gathered.
A common defense for these exams is the need to prepare students for the rigors of higher education. Many educators feel a sense of duty to simulate the high-pressure environment of a college lecture hall. While the desire to see students succeed in the future is noble, preparing a teenager for another teacher or a distant college professor is not the primary purpose of a high school class. Our fundamental responsibility is to the student in front of us right now and the specific learning objectives of our own curriculum. We should prioritize deep engagement with our subject matter over the performance of academic stamina for a future that has not yet arrived.
Moving away from the final exam model allows for a more humane conclusion to the school year. It opens up space for creative synthesis and collaborative work that reflects how adults actually use knowledge in the real world. By letting go of this outdated tradition, we can focus on the growth that has occurred over the entire semester. We should value the steady journey of learning more than the ability to survive a stressful finish line.
