By Kevin Cheung, Associate Professor, School of Mathematics and Statistics
In some countries, graduation from a degree program requires passing a number of high-stake exams. Examples of high-stake exams include the SAT, International Baccalaureate exams, and many licensure exams. Music exams administered by the Royal Conservatory of Music are also high-stake. These examples lie at the extreme end of high-stake exams in the sense that the exam grade is all there is for determining success. In a course setting, an exam needs only be worth 50 per cent or more to be considered high-stake, though some might say that any test that causes anxiety is high-stake regardless of the percentage of the final mark.
Much has been written on the pros and cons of high-stake exams (see for example this article for a fascinating analysis). Here, I would like to talk about one feature of high-stake exams that can be considered beneficial in certain contexts: High-stake exams require exam-takers to prepare themselves to perform on-demand.
There are real-life situations where the ability to perform at an acceptable level on-demand is required. Performing arts and competitive sports are prominent examples. In finance, health care, emergency response etc., one often needs to have the required knowledge at one’s fingertips to make timely decisions. In these areas, high-stake exams hold their place as professional requirements. Yet in many other areas, the pressure of high-stake exams doesn’t seem beneficial. Does it make sense, for instance, for a calculus final exam to be worth 50 per cent or more of the final grade? After all, mathematicians take their time to think through math problems.
I feel that, at least for lower-year math courses, the answer is a qualified yes. An initial hurdle that must be overcome is that such exams must be designed to assess students’ knowledge and ability fairly and accurately. Then, such exams can serve as training opportunities for high-stake professional exams in the future.
Also, high-stake exams make students put in their best effort in preparation (or so I hope). As a result, students will have the opportunity, though under stress, to organize the material in a way that they have not done during the term. Of course, how long they retain what they have prepared is another topic for discussion.
Finally, high-stake final exams could benefit the instructors in the following way: If most students put in their best preparation effort (especially when they follow Barbara Oakley’s advice), then the results of such exams could be an indication on how well the term work has worked for the students. Certainly, the results can be skewed by the cramming effect and test anxiety. But if the class as a whole underperforms significantly, then some soul-searching is in order.