When students check their gradebook at the end of the quarter, they realize that only two summative assignments make up most of their grade in the class. This is the reality for students in classes such as AP Language and Composition.

The lack of summative assessments heightens students’ stress and fails to demonstrate their real ability in the class. The impact of minimal summatives is amplified under the 30% formative and 70% summative split; underperforming on one of two assessments could cost students 35% of their grade.

Organizing assignments in this manner puts pressure to perform well on one multiple-choice exam or essay. This stress accumulates for students with the few opportunities they have to redeem themselves throughout the quarter.

Most importantly, having two summative assignments provides an inaccurate reflection of a student’s skill and knowledge in the course.

Two assessments mean there is little opportunity for students to showcase their growth. Tests, such as essays or projects, serve as checkpoints for students to receive valuable feedback that aids their learning and improvement.

A limited number of assessments would therefore limit students’ chances to make mistakes, constraining their growth.

In addition, more summative assignments allow teachers to diversify their assessment methods. Including a variety of projects, multiple-choice exams, essays or presentations can highlight more students’ strengths.

Some may argue that students have access to retake the two summative tests, meaning there is no excess stress and still a second chance to make room for learning. However, retakes are not a one-size-fits-all solution.

Retakes do not eliminate the fact that students only have two summatives that make up nearly the entire grade of the class. More importantly, students often prepare for retakes independent of a teacher’s guidance because classes do not accommodate a retake time period—they need to continue covering new content.

On the contrary, not only does having more assessments embedded into the curriculum offer great opportunities to highlight students’ learning, but teachers are also able to help direct the students in a positive trajectory, so students are well-equipped for the next test.

Rather than restricting a class to be defined by two summative assignments, more frequent tests give students a well-rounded evaluation of what a student has learned—the core of education.