After a six-year hiatus, the upper school is reintroducing a designated exam period at the end of the first semester. The change aims to provide students with more structured time to prepare for cumulative assessments while establishing greater consistency across academic departments.
According to Head of Upper School Mr. Mark Fifer, the decision was motivated by the growing difficulty of balancing unofficial end-of-semester assessments and regular coursework. Previously, many teachers administered midterms within the regular academic schedule, leading to situations where students would be forced to take multiple tests in the same day or prepare for major exams while doing regular coursework.
“We wanted to draw some clearer lines for students,” Mr. Fifer said.
Students had been attempting to navigate semester assessments alongside their usual academic responsibilities. Feedback from both students and teachers highlighting the pressure this caused contributed to the administration’s decision to restore a designated exam period.
The return of midterms also reflects an effort to align the two semesters. With finals already taking place at the end of the second semester, the administration saw an opportunity to establish a more consistent structure throughout the school year. Mr. Fifer also emphasized the identity of Haverford as a preparatory school for college, where exams like midterms remain common.
However, the decision was not made without its drawbacks. Allocating dedicated days for midterm examinations means sacrificing class time. Mr. Fifer noted that teachers could potentially lose two or three class meetings during the designated period.
The timing of the examinations presented another challenge. Rather than scheduling them before winter break, the administration opted to place them after students returned, citing that the midterms should cover the full scope of the semester. To avoid the pressure of students studying during winter break, two weeks provide a buffer period between returning from winter break and the first midterms.
Across academic departments, the return of midterms presents different opportunities and challenges.
In math, where concepts build upon one another throughout the semester, cumulative exams are a natural part of the curriculum. Math teacher Mr. Matt Ator, having taught calculus since 2019, administered midterms from 2020 to 2025 without a designated period.
Mr. Ator believes the new system could reinforce the importance of remembering material throughout the semester. He recalled a moment in class when a concept introduced during a lesson became a midterm question. The possibility of seeing earlier material again on a higher profile exam serves as a reminder that material learned in September can still be relevant in January. While grades should not be students’ only motivation, Mr. Ator believes that midterms can pressure students to “not just memorize, but find a way to remember.”
Science classes present a different set of considerations. Different science courses combine a unique ratio of conceptual understanding, mathematical skills, and laboratory work, making a single examination format less appropriate across every class.
Science Department Chair Dr. Daniel Goduti explained that assessments will vary depending on the course. Standard and honors courses for younger students will follow generally aligned formats, while electives will offer greater flexibility. Some electives may use projects, laboratory experiments, or written reports rather than traditional examinations.
“I hope that students see it as a really good opportunity to celebrate and show what they’ve learned.”
Science Department Chair Dr. Daniel Goduti
Dr. Goduti also emphasized the cumulative nature of science exams, noting that students must connect concepts introduced at different stages of the semester. While some students may be comfortable making these connections, others may find it more challenging.
Beyond a stressful measure of academic performance, Dr. Goduti hopes that midterms will give students and teachers a chance to reflect on their progress.
“I hope that students see it as a really good opportunity to celebrate and show what they’ve learned,” Dr. Goduti said.
He also hopes that students will view examinations as opportunities for growth rather than a definitive judgment of their performance in the classroom. More flexible than a final, midterms provide the opportunity for a student to improve in the following semester.
Ultimately, the administration plans to evaluate the new system through student and faculty feedback as well as exam performance data. The success of the return of midterms depends heavily on how well the students and teachers are able to adapt to them. For students, the change could mean a greater emphasis on retaining information throughout a semester rather than exclusively preparing for individual assignments or tests.
Whether you love them or hate them, midterms will once again become part of the academic calendar. As the school year moves forward, the question Haverford is asking is not simply whether students will perform well in January, but if the addition of more standardized testing encourages deeper and more comprehensive learning.
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