Midterm exams have been a staple of the American education system for many decades. Midterms are meant to assess a student’s understanding and mastery of course content. However, high schools like LHS should leave them in the past and replace them with alternative assessments that better support student growth and comprehension.

Before the pandemic, they were notorious for causing stress in science and math classes at Lexington High School because of the weight they hold. Mandating these exams across all departments left students preparing for back-to-back exams in each subject, resulting in many resorting to memorization and cramming. 

“There is too much emphasis and concern on grades and not enough emphasis and focus on learning,” Amy Moran, LHS’s World Language Department Head, said. 

This critique highlights the central issue with midterm exams: they prioritize performance over understanding. As a consequence, these tests increase anxiety while failing to accommodate diverse learning styles.

With the pressure of their whole grade banking on a single moment, many students find themselves overwhelmed. 

“Students already juggle multiple assignments, extracurriculars, and other responsibilities, so adding another layer of assessments could heighten anxiety and reduce the time available for rest and self-care,” Kaya Toth, a sophomore at LHS, said. 

The time devoted to preparing for and administering midterms could be reallocated to more meaningful learning experiences. Project-based assignments, for instance, allow students to demonstrate mastery of content through hands-on application, research, and creativity. Group work encourages collaboration, communication, and the ability to navigate differing perspectives—skills that are highly valued in both higher education and the workplace. These forms of assessment provide a holistic view of a student’s capabilities, moving beyond the narrow focus of high-stakes testing.

Additionally, midterms often fail to account for diverse learning styles. Students with testing anxiety may excel in other forms of assessments, such as projects. Other students may be dealing with challenges outside of school that hinder their ability to properly prepare in a given moment. Moving away from the traditional format of midterms could open the door for more equitable ways to evaluate learning. 

“In the past ten years we have focused a great deal on student well-being and worked to provide more supports and scaffolds so that student anxiety can be reduced. Wouldn’t midterm exams work against that trend?” Jane Day, LHS’s English department head, said.

Critics of eliminating midterms might argue that they are a necessary academic challenge, teaching resilience and preparing students for the rigors of college. However, colleges themselves are moving toward alternative assessments such as portfolios, group work, or a series of smaller tests. If colleges are adapting, why shouldn’t high schools?

Midterms no longer serve their intended purpose in today’s education system. They promote memorization over meaningful learning, cause unnecessary stress, and fail to accommodate diverse learning styles. Instead of clinging to outdated practices, schools should embrace alternative methods of assessment that prioritize critical thinking and comprehension.

“I see [success] as the student’s journey on their path to proficiency and not whether ‘I got a B on my midterm exam,’” Moran said.