Administrative Side and Background

This year, midterm exams have been moved to around two weeks later than last year. This change has prompted some mixed reactions from students and faculty.
According to the administration, the purpose of moving exam dates is to reduce conflicts with athletics and other school activities. Some students worry that since the date is later than last year, it could lead to increased stress levels and more academic material to learn. Andrew King and Christopher Arnold both said that the later exam schedule is less of a change than it seems to be.
“This feels like a change because it’s different from last year, but it’s closer to what had been the regular time in the past,” Mr. Arnold said.
Exam dates stand separate from trimesters, which gives Hackley flexibility to move the exams to times where there are fewer conflicts. In making the decision, the administration considers three driving factors: winter sport schedules, performing arts activities, and revisit days.

“It’s really hard to find a perfect time for exams,” Mr. Arnold said. The goal is to try to make the dates have as little impact as possible.”

Administrators also acknowledged that exams are stressful, but some pressure is important and beneficial.

“I think exams inherently cause kids to feel some academic stress, but I’m also okay with a reasonable amount of healthy stress,” Mr. King said.

This type of effective stress can help students develop important skills and study habits for test-taking in the future.
Mr. Arnold said that the extra time between exams and winter break may reduce stress by allowing students more time to prepare.

After exams are done, Mr. King and Mr. Arnold get feedback from faculty through surveys, asking what went well and what they might want to see differently. As for student feedback, administrators talk to each grade’s dean and gather any student feedback they may have.

Teacher and Student Perspective

Sophomore Meron Belete’s initial reaction to the change in exam dates was concern about more material to cover, leading to more stress for students. Meron noted that she thought some teachers might have to revise their exams, leading to an increase in content.
“My initial thought was that there would be more material on the exams, therefore more to study. A concern I have is that I will procrastinate studying because exams feel farther away,” Meron said.
Despite her worries, she acknowledged that the extra time to study could be beneficial and effective if used wisely. Meron plans to study by breaking down content by unit and using flashcards for any additional information. To avoid being overwhelmed, Meron said that she is trying to think about exams in the same mindset as the previous year.
“If the midterms end up being more material than usual and I focus too much on that, I know I will feel overwhelmed. I’m going to try to not to have a “can’t do” mindset so it feels easier to study,” Meron said.
Meron said that the extra time before exams gives students more flexibility with their studying time. While everyone might not use it the same way, some students may start studying earlier and feel more prepared.
When asked about her athletic schedule and the impact that might have on her studying. Meron said,
“We have review days during the school day and have practice, then go home and study more. I think practice is a good divider between work.”

Teachers’ Perspectives

Melissa Stanek feels good about the later exam schedule, saying it better aligns with the athletic season and the timing of trimesters. Mrs. Stanek does not believe the change was as drastic as the timing of the schedule last year.
“I didn’t think of it as that big of a difference, because they’ve not been in the same spot for a long period of time. Every year, we’re making tweaks,” Stanek said.
Mrs. Stanek emphasized that she believed the timing allowed students, particularly athletes, less stress, having exams line up with the end of most athletic seasons. It also allows all students to enjoy the long weekend leading up to exams with less guilt about the upcoming tests. Mrs. Stanek pointed out that for her classes, the change will likely only add one week of extra material. This could help take stress off of students who are worried about excess information.
“I think this is the sweet spot; this allows me to take my time a bit more and stretch out the preparation,” she said.
Mrs. Stanek acknowledged the change might affect students and teachers differently, but believes the later exams will end up reducing stress.