Throughout the high school years, there are many major exams that stress students out. Finals are one of the more major stressors, and they are becoming more and more important for graduation. Students pull their hair out with the stress of these exams.
Why exactly do we have these exams? Well, it all comes down to the sheer fact that the teachers, district, and the state want to see the data for each student’s comprehension. They use the test scores to determine if they should improve the curricula or if the way it’s addressed should be altered. Changing these strategies and the essential curricula will allow each student to receive extra help they may need to be successful through high school and life.
When students were asked if they feel stressed about the final and midterm exams, there were some mixed feelings. Most of the students said they were stressed and worried about the percentage of the finals towards the final grades and they did not know exactly how the test will be given or what the tests contain. Others said they do not feel stressed because it all depends on how well you paid attention and how badly you want to pass.
Some students decided to provide their strategies on how they are preparing for this test. Amanda De La Torriente, a junior, said her strategy was to “take specific notes and highlight all important notes.” Even though many teachers may not be giving study guides or may just leave you in the dark on the test, taking effective notes and paying attention can always benefit and help your grade.
Most people never really plan how they will approach the test until it is in front of them. However some have planned how they will tackle them test however. Juliet Leighton, a freshman, said, “I will try to answer all of the questions I know first, then answer the difficult questions.” It is quite an effective strategy if you’re feeling stressed about the test.
Students also argue if the exams are necessary or if they are irrelevant. John Zilich, a freshman, said, “Instead of the exams, we should have the projects because then the students have time to make sure they are correct and pass the project.” So, instead of having 2 hours to do the test, students could have a longer amount of time to complete a project.
The students are not the only ones who have opinions on the exams; Mr. Larssen, an English teacher, gave his input on how he prepared his students for the exams. He said, “I offer study sessions after school, study guides, and we review pertinent information that the state and district and class cohort deem important.” He offers the most help he can so his students can pass.
Mr. Bruce, a health teacher, feels like, instead of the exams being worth 20%, at the most they should be worth 10%. When asked if these test should be given differently, he said, “No, I like the multiple choice because it gives it the average student a fair chance of passing the exam.” If given a multiple choicetest, the student can guess if they don’t know the answer, but still possibly get it right.
One of the U.S. History teachers, Mr. Jackson, said, “The project is research-based and I have given ample time, both in and out of class, to complete it.” He feels that the more time students have, they will have a better chance at passing.
Although these test seem unimportant, they are crucial to our passing, and we should take them seriously. With these tests approaching, we should study and try our best, for our future.