First, I’d like to apologize. To poetry fans. To English students. To anyone who’s had any cursory exposure to literature and the search for deeper meaning in words beyond how nicely they fit into blog post titles. And of course, to Mr Eliot.

April is the cruelest month, though, at least for students. It’s exam and final essay time, that moment when the pedagogical procrastination that manifests itself as culminating assignments of obscenely high value rears its ugly head. Or ass. Excuse me; I’m frustrated.

I am frustrated because just yesterday I completed the first of my two exams this semester (the other is on the 29th; go figure) and just this evening I incorrectly answered a Jeopardy question about a topic that had been on the exam. Now, I’m almost certain I got that question right on the test, which means that in the twenty or since, I forgot something fairly important. Something fairly important that I learnt in a class that cost almost a thousand dollars. Something important and expensive that I spent twenty-four hours of class time learning and another thirty or so studying.

Rather than try to project my own experience on to you (I’m honest like that), I’ll ask you to think back to your winter examinations. If you had to take them again, right now, how much lower would your mark be? 10%? 20? “But of course it will be lower,” you say. “That was months ago.” “But,” I say, “why would you take a class if not to learn? And what is learning if not remembering and understanding after the fact?” And therein lies the problem: final exams are not conducive to learning.

They’re not necessarily obstructive, either; there’s no evidence to suggest that culminating exams encourage the forgetting of information, but there’s very little to suggest that they actually evaluate what students will retain. The most common form of preparation is studying all the relevant material at once, over the course of a few weeks or days. This leads to cramming, which, even when it does lead to higher exam grades – which is not as often as you might think – it almost always leads to lower long-term retention. This can be attributed to the distinction between long-term memory and working memory. (Here I apologize again, to psychology and neuroscience students.) Speaking generally, working memory lasts only in the short term, when the mind is focused on a project and the brain is employing all necessary processes and stressors to complete that project. Once that project is done, the memory is largely discarded as it is no longer useful.¹

Long-term memory, however, is not subject to the fallacies of short-term methods like cramming, and is activated by studying important material in smaller chunks over a large period of time. Think back to a class that had multiple smaller evaluations throughout the year. How well do you remember material from that course, compared to the others you took that year? I know that I can tell you way more about De Morgan’s Theorem than I can about religious imagery in Skyscrapers of the Midwest, and that I can offer much more insight into the influence of African culture in the Caribbean than I can to um, that Shaw play with the guns. Long-term memory is simply better stimulated through evaluations spread out across the year, rather than only once or twice.

These kinds of observations have not gone unnoticed. At Harvard University, for instance, only 23% of classes end in final exams.² Elsewhere in the world, universities are slowly turning to alternative methods to final exams, including the obvious choice of fewer, smaller evaluations. Not as always, the University of Toronto is fairly slow to catch up (that’s the closest thing to a compliment that I can give right now.) Although the percentage of classes with final exams is decreasing, they are still the norm and, in fact, mandatory in first-year courses.³ Welcome to UofT!

I recognize that there isn’t any actually useful information in here. Regardless of whether or not you know how effective exam studying is, you probably still have to do it. It probably still sucks. And you probably won’t remember much of it in a short while. Cruel, eh?