Midterms and Grade Weighting

 

I am writing this while most students are on holiday break, which means a new semester will begin soon for most. For many, ending the semester brings on the stress of exams, which can make or break the student's GPA depending on the weighting.

I've witnessed countless debates about midterm exams and their place in high school grading systems. While I don't remember how midterms were weighted in high school, the topic has followed me throughout my career. As a middle school teacher and administrator, the focus was on more formative assessments. Still, when I became a high school principal, midterms were a perennial hot topic, which continued during my decade as superintendent.

I saw the full spectrum of opinions. Some believed midterms were essential to assess cumulative knowledge, while others felt they unfairly skewed final grades. As a superintendent during the COVID era, I had to navigate district-wide conversations about the evolving role of exams. During that time, a significant shift toward holistic grading emerged, emphasizing less high-stakes tests and more on continuous assessment. This shift was driven by a desire to reduce stress on students and align grading practices with broader learning objectives.

Students: The Direct Impact

For students, midterms carry mixed feelings. The experience of preparing for and taking a cumulative exam can build valuable skills for college and beyond. Research shows that cumulative assessments can reinforce long-term retention and critical thinking, essential for academic and professional success.

However, the downsides are hard to ignore. Many students, especially those with test anxiety or neurodiverse learning needs, find heavily weighted midterms immensely stressful. A single poor performance can disproportionately impact their overall grade, overshadowing strengths demonstrated in projects or daily work. Studies on test anxiety highlight how it can undermine performance, making it clear that balanced assessment strategies are important.

Teachers: Challenges and Benefits

From a teacher’s perspective, midterms provide an opportunity to evaluate how well students have grasped the curriculum. The results often reveal areas where students need further support, and teachers frequently use these insights to adjust their instructional strategies.

That said, the challenges are significant. Designing fair and effective exams takes considerable time and effort. Teachers also face pressure to align their tests with the curriculum pacing to ensure no critical topics are overlooked. On top of this, grading midterms adds to a demanding workload. Research suggests that professional development in assessment design helps teachers create rigorous but equitable exams, ultimately benefiting both educators and students.

Parents: Advocates and Observers

Parents play an essential role in this discussion. Many view midterms as a clear benchmark of academic expectations, offering an opportunity to support their children in developing study habits. These exams can help parents better understand their child’s academic strengths and challenges.

At the same time, parents worry about fairness and the potential for a single test to affect a student’s grade disproportionately. They often advocate for grading practices that reflect their child’s learning style and strengths. This is especially relevant today, as schools increasingly recognize the value of diverse assessment methods. Surveys show that many parents prefer systems that balance exams with other evaluation forms, such as projects and portfolios.

Shifts in the Grading Landscape Post-COVID

The pandemic brought sweeping changes to education, and grading practices were no exception. Many schools began rethinking the role of high-stakes tests, including midterms. Holistic grading approaches gained traction, emphasizing ongoing assessments over one-time exams. Schools that reduced the weight of midterms reported positive outcomes, such as reduced student stress and more meaningful engagement with the curriculum.

Some districts adopted policies capping midterm weight at 10-20% of the final grade, down from the traditional 25-30%. Others replaced midterms with projects or portfolios, allowing students to demonstrate their learning in diverse ways. Research supports these shifts, showing that varied assessment methods can enhance student performance and well-being.

Balancing the Scales

Schools need to establish clear policies on midterm weighting, involving input from all stakeholders. Many have succeeded in capping midterm weight to ensure it complements other forms of assessment rather than overshadowing them. Alternatives like cumulative quizzes or interdisciplinary projects are also worth exploring.

For teachers, providing study guides and practice opportunities can help students prepare and view the exam as a learning experience rather than a high-stakes event. Midterms can also serve as diagnostic tools to identify areas where students need support.

Developing effective study habits and advocating for balanced grading practices are essential for parents and students. Viewing midterms as just one part of a broader learning journey is crucial rather than the sole determinant of success.

Ultimately, like all assessments, midterms are tools to serve the larger purpose of education: fostering growth, curiosity, and lifelong learning. As we adapt to new challenges and opportunities, let’s strive for practices that genuinely support these goals.

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