in January, and only to have final exams in June. A few questions have
popped up along the way, and so if anyone who has had this experience can
share their thoughts, I'd be grateful.
(1) Did eliminating midyear exams then cause a noticeable lowering of
year-end exams, since students didn't have enough practice with "big, long
exams"?
(2) If year-end exams were kept in place, how were they weighted during
the year? (We used to put exams as 20% of the semester grade, with each
marking period at 40%. With no exams during the first semester, we weren't
sure how to proceed with year-end exam weighting...)
(3) Normally, our exams literally split up the year academically, and for
most subjects (other than World Languages and Math) the year-end exam
really only focused on the second semester material, not the entire year's
worth of work. For those only giving year-end exams-- do you make the exam
cover the year's worth of material, pick and choose various topics during
the year, or just have it cover the second semester?
(4) How are semester-length courses treated, especially ones where there's
a first semester (i.e., without a midyear exam) and second semester (i.e.,
with a year-end exam possibility) class for a particular course?
Hope these questions make sense. Thanks in advance for your help!
----------------------------------------
Jim Yavenditti
Head of Upper School
Upper School Latin Teacher
St. Luke's School
377 North Wilton Road
New Canaan, CT 06840
Voicemail: (203) 801-4831
School Fax: (203) 966-3409
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