Using an Evidence-Based Approach to Final Exams
By Eva Lange, Stephanie Ross, Steve Soszko, Holly Swansen - Mathematics Division
With the traditional final exam grading system, students’ scores did not necessarily reflect their overall knowledge. Some students showed such mastery throughout the semester that a low score on the final exam did not affect their grade. On the other hand, some students who struggled early in the semester, but performed well on the final exam, could only improve their grade a certain amount.
With an evidence-based mindset of showing growth, we recognized a need to change the way we approached final exams so students had the opportunity to show retention and continual growth. Our Algebra 2 team took on the task of changing the final exam experience to allow students the chance to show mastery of the standards and assure that all students must show retention in order to maintain their grade.
The process started by informing each student of his/her proficiency score in each of our three standards based on the entire semester of evidence, collected from a variety of assessments.
Students used this information to structure their review to prepare for the final exam. The final exam was then taken in three portions, one for each standard.
The Algebra 2 team carefully discussed what was expected for mastery in order to calibrate the grading in all of the classes.
After this final exam students received a proficiency score in each standard that was compared to their semester score in order to determine if more evidence was needed. In general, if students maintained their semester score, no additional evidence was needed and that standard score remained.
If students showed growth, these students were asked to re-assess that standard to prove their increase in score was an accurate reflection of their knowledge. If students performed at a lower proficiency level than earlier in the semester, they were given the opportunity to re-assess again.
What we discovered was that most students showed retention of their knowledge in at least one of the three standards, and therefore only needed to re-assess one or two standards.
Lastly, after identifying which of the three standards each student needed to re-assess, two days of class review was differentiated and focused on that standard. On the school-wide final exam days, students then took the necessary portions of the final exam.
These scores, along with the semester scores, informed the teachers of an appropriate overall semester grade for each student.
Changing the final exam experience to this format benefited teachers and students. Teachers liked how students were required to show retention of concepts to maintain their grade and still promoted continual growth.
This process also supported self-efficacy, as the students were able to identify their areas of strength and growth and determine what was needed to demonstrate mastery.
Students appreciated how they were able to identify the standards in which they still needed to show evidence and focus their studies.
Overall this evidence-based final exam process prompted conversations about how to demonstrate mastery instead of calculating points. It also allowed both teachers and students to maintain an EBR mindset of growth and reflection as they had all semester.
An example of our process can be found below:
With an evidence-based mindset of showing growth, we recognized a need to change the way we approached final exams so students had the opportunity to show retention and continual growth. Our Algebra 2 team took on the task of changing the final exam experience to allow students the chance to show mastery of the standards and assure that all students must show retention in order to maintain their grade.
The process started by informing each student of his/her proficiency score in each of our three standards based on the entire semester of evidence, collected from a variety of assessments.
Students used this information to structure their review to prepare for the final exam. The final exam was then taken in three portions, one for each standard.
The Algebra 2 team carefully discussed what was expected for mastery in order to calibrate the grading in all of the classes.
After this final exam students received a proficiency score in each standard that was compared to their semester score in order to determine if more evidence was needed. In general, if students maintained their semester score, no additional evidence was needed and that standard score remained.
If students showed growth, these students were asked to re-assess that standard to prove their increase in score was an accurate reflection of their knowledge. If students performed at a lower proficiency level than earlier in the semester, they were given the opportunity to re-assess again.
What we discovered was that most students showed retention of their knowledge in at least one of the three standards, and therefore only needed to re-assess one or two standards.
Lastly, after identifying which of the three standards each student needed to re-assess, two days of class review was differentiated and focused on that standard. On the school-wide final exam days, students then took the necessary portions of the final exam.
These scores, along with the semester scores, informed the teachers of an appropriate overall semester grade for each student.
Changing the final exam experience to this format benefited teachers and students. Teachers liked how students were required to show retention of concepts to maintain their grade and still promoted continual growth.
This process also supported self-efficacy, as the students were able to identify their areas of strength and growth and determine what was needed to demonstrate mastery.
Students appreciated how they were able to identify the standards in which they still needed to show evidence and focus their studies.
Overall this evidence-based final exam process prompted conversations about how to demonstrate mastery instead of calculating points. It also allowed both teachers and students to maintain an EBR mindset of growth and reflection as they had all semester.
An example of our process can be found below:
