We are required to give a final in every class. It is also school policy that the final count as 15% of the semester grade. I have honors classes as well as general chem. The tests are about the same, however, I go into more depth with the honors kids. The order in which I present the different topics depends on the class. I covered the modern atomic model with the regular kids and looked at the mole concept in more depth this semester with the honors kids. Depending on the class, I had about 55 multiple choice questions and then short answer on balancing equations and naming. I also included a writing section on both tests. The test is comprehensive over the semester's work. We spent about 3 days in review. (We are on regular 50 min. periods.) I agree that time is not well used. However, I was to the end of units, so I feel its hard to start brand new material right before semesters. Over the years, I have found that most students do not do well on a final exam. As other people have said, most are concerned with just maintaining their grade. In years past, I have tried the idea that the final can only help ones grade, but I didn't get any better performance from students then either. Also, in years past, I have included a lab practical section of the final. The students seemed to enjoy that part of the final. With large classes 25+ that is hard to organize and monitor, so that has not been included for several years. I agree, this is a topic that I need other peoples' good ideas about. *************************************************** Replying to this email will send it to the entire group--use individual email addresses if you wish to direct a response to individual members. To post to the mailing list, send email to kact@xxxxxxxxxxxxx To unsubscribe, change your settings or to search the archives, visit //www.freelists.org/list/kact