This is one of those topics that can get quite heated at the water cooler. There are times that ‘no’ final is ok. There are times where a final of about 25% is warranted.

There are also times, rare that they are, that a final of 40-50% can be justified. We will deal with this category in the next note because there are lots of moving parts to deal with. If you can justify the big FINAL and do the additional work that comes with it, then it is ok. You need the additional work to deal with the unfair stress associated with such a high risk activity, and the possible extenuating conditions that can occur - three months of learning, coming down to one sitting where it is basically all or nothing. There are ways to do this, and if you think a big final is warranted, see the next note. If you just do the big FINAL without other necessary and sufficient conditions being satisfied, shame on you (again, see the next note on 'Ok' final assessments to see our list!). If you do the big FINAL when it does not make sense, it is irresponsible and negligent.

The FINAL is sometimes contentious because of differing pedagogical belief structures, but there are also times where FINALs are conducted with no valid justification or rationalization related to pedagogy and assessing mastery of a subject. Where FINALs are abused, it might be because the instructor has not really thought about it; they have inherited a course, they are assessing the way they were assessed, they are assessing the way that others are assessing. Perhaps they just do not know that other forms are possible and should be considered. Perhaps they do not realize that they are doing something that does not make sense?

The FINAL exam format might also be a culture thing or officially enshrined at the department or faculty level; for example, all courses must have a 50% final. We have seen good policies and practices and we have seen some practices that made us pull our hair out.

Related to this topic is when the exam is being written. We would argue that a final exam at 9pm on a Friday evening is not the time to assess someone's learning. We have seen this happen and it is not clear to us if the decision makers, those who set situations like this, actually have a clue about assessing and the human brain. It is not fair to the students.

Thoughts...

• There are foundational courses where the course starts at almost zero and builds during the term and it is important to assess the summary knowledge and understanding at the end of term. Depending on the learning outcomes, it might be possible to assess during the term, but there are some courses where something like a 40-50% final actually makes sense (see the next note on 'Ok' finals).

• We do not think that a 40-50% final makes sense for courses with cognitive complexity outcomes such as comprehension, non-textbook problem solving, ill-structured problems, analyzing, synthesizing, and evaluating.
• Courses which are akin to a design studio or seminar course are not good candidates for a big final in our opinion.
• Courses which are cognitively based should have sufficient assessments during the term to track, monitor, and assess student progress. A summative assessment probing how much a student actually learned and retained is a valid reason for a final of around 25%.
• A final assessment of about 20-25% can be useful for an individual cross-check on mastery (especially in courses with many group activities. In this case, you can focus on understanding, interpreting, and reflecting which is not based on memorization. You can use this assessment to also reflect upon what each student might have contributed to a team lab, project, or assignment. It can be very useful intel.
• It is also possible to do the above point without a final. It is sometimes feasible to create an individual, unique project or activity that allows the individual’s flame to burn bright (or not). It is possible to assess mastery without a final. It depends on the course and the instructor’s skill with assessments.
• If you are doing a final, perhaps the best model is the open book style where the students do not need to worry about memorizing the obvious and trivia and can focus on more substantive learning; and learning where to find material quickly if need be.
• Sometimes we are a fan of cheat sheets, sometimes not. It depends on several factors. For example, the amount of information, the time it takes to search and find formulas and facts, and so forth. For intermediate and senior students, open book exams might be better - focusing on the application of ideas. Junior students might benefit from cheat sheets since they are still developing their student skills. It depends on what the information is and what is being tested. If not done carefully by a student they seem a cruel joke; with some students trying to cram in as much as possible into the given space. So much stress, unnecessary effort; on top of a misplaced focus. Whereas a student that has thought through what really needs to be on the cheat sheet for the exam, has used a reference sheet during the term, will be in good shape. Note: formula sheets supplied by the instructor should be made available before the assessment so that the student knows what is provided and what is not.

• Big FINALs, winner take all, when the course and learning outcomes are not appropriate, or when the additional mechanisms are not in place, have problems:
• There are two kinds of big FINALs. If not taken seriously, big FINALs can be less work to create, less effort to execute during the term, easier to mark, and so forth - these are NOT warranted or justified. A good final is not easy to create and can require more effort to mark and supply feedback about.
• Big FINALs just because it was too much effort to create robust assessments during the term (or perhaps not knowing how to) is not a reason either.
• A big FINAL without appropriate consideration of learning and assessment theory can help create the necessary curves and mark distribution, but this does not mean that the exam was fair and that all students had a chance to fairly and equitably demonstrate their mastery of the material.
• A big FINAL with in-person proctoring might also be beneficial post-pandemic and with today's AI tools to validate that the work submitted is actually the work of the individual student, and not someone else or something based on AI.
• There is nothing from Neuroscience, Cognitive Science, learning, or assessment that supports a single, large, assessment without appropriate supporting mechanisms (see the next note on 'Ok' big finals, we keep pointing this out, it is important).
• Often, instructors create magical formulations that dynamically reduce the weight of the final (or increase it) based on performance. They use these incantations as a way to excuse the FINAL weighting and the issues related with it. We view this as making the best with what you have, versus re-designing and creating an assessment approach that does not need the witches’ brew and howling at the moon. The approach does not help with mental stress or the actual ability to demonstrate mastery. It might make the instructor feel good and some of the students feel better, but there is not a pedagogical leg to stand on.
• Note: upon graduation or on internships, the students will not have to demonstrate their mastery in such a contrived way and there are multiple opportunities and ways post-graduation to demonstrate mastery. Assuming that mastery demonstrated on a three-hour final exam translates to mastery upon graduation or in a later course is a stretch. It is not plausible.

Tips for Beginners

• Find out what your department policies are. Some require a written final with a minimum weighting. As the new instructor, now is probably not the time to challenge it (flawed as it may be).
• Be kind to yourself. If you inherit a course, you may want to teach it the first time the way it has been taught in the past. This will give you a good feeling for where students struggle, what is actually essential and how you can better support their success and learning on the next offering.

Further reading

• Alternatives to Final Exams. Keep Learning, University of Waterloo. https://uwaterloo.ca/keep-learning/strategies-remote-teaching/final-exams/alternatives-final-exams
• No Final Exam or Summative Assessment. Keep Learning, University of Waterloo. https://uwaterloo.ca/keep-learning/exam-and-assessment-resources/no-final-exam-or-summative-assessment