As Benjamin inches closer to the dreaded mid-term exams, it is time to re-examine the end-of-semester exam process and discuss why exams are not necessary. Mid-term exams are designed to evaluate how much of the material a student has learned over the semester, however, they typically provide limited feedback to students, focusing more on the end result than the learning process. As students rarely get to see what they missed on an exam it does very little to enhance their knowledge of the material for
the upcoming semester.

Another issue with the current midterm approach is the overwhelming volume of material students are required to comprehend for the exam. This creates an inherent bias favoring students with strong memorization skills. Some students can effortlessly memorize 30 definitions in just five minutes, whereas others may require ten times that duration. Consequently, students are compelled to cram large amounts of material into their minds just before the exam, a strategy that might yield success in the short term but fails to promote long-term retention of the material. Moreover, the 15% weighting of the exams in the first-semester grade is arbitrarily minimal, especially considering it was 20% in the near past. While some students put in extra effort to improve their grades, the fundamental issue arises from the realization that, for many students, their grades remain relatively unchanged whether they score a perfect 100 or a modest 60. One must exceed their class average by 20 points to raise their grade by three. For most, where a B+ is average, this would mean earning grades above 100 percent; it would also mean an epic failing of an exam in order to lower one’s grade in any substantial amount. In light
of this, some students choose not to exert themselves during exams, contradicting the very purpose of taking midterms.

Another critical concern is the practice of scheduling numerous exams within a single week, leaving students grappling with an overwhelming amount of material to absorb in ashort span. With math exams one day, and history exams the next, students find themselves jumping from topic to topic the days leading up to exam week. If exams were more spread out, it would let students gain an understanding of the topics they have covered and worked on throughout the semester. Benjamin could also look into how success in the classroom is
dictated by grades, and not a deeper understanding of the material. The pressure associated with high-stakes exams can be detrimental to students’ mental health. The intense stress and anxiety induced by exam preparation and performance can lead to burnout, sleep disturbances, and a disruption in a school-life balance.
In prioritizing the mental health of students, Benjamin should consider alternative assessment methods that promote a more supportive and holistic approach to learning. Con-tinuous assessment, project-based evaluations, and practical demonstrations can provide a more accurate representation of a student’s abilities without compromising their mental health. One last observation come exam time is the intensity for students to find an easy way to get a good grade which is most likely done by cheating. With more students finding creative ways to gain an academic edge on an exam, it creates an imbalance between the aforementioned students and the students who are doing the right thing. Although teachers are in the gym looking for cheating, it is hard to keep an eye on so many students at one time. Eagle-eyed proctors should notice a student having formulas in their calculator, words
written on their body, or notes on a water bottle. Cheating on exams caused by the amount of people in the gym should make Benjamin rethink the location of exams. Benjamin should look to rethink the examination process to foster better learning environment that prioritizes student well-being, a deeper understanding of the material, and less emphasis on end-of-semester grades.

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*The Editorial is the opinion of the editorial staff of The Pharcyde, and therefore does not have a singular name attributed to it.