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It is a common, but not universal practice to administer exams to students in class (e.g., Rovai, 2000). Traditionally, students come to class and take exams silently and independently without any resources. They have a time-limit that is usually the length of the class. The exams may be multiple-choice, matching, short answer, essay, etc., but even if there are multiple versions of the exam, all students basically do the same thing in the same way. We believe there are several compelling reasons why we may want to stop giving exams in class. We acknowledge that many instructors have valid reasons for giving exams in class (e.g., alternative assessment plans require time and effort, concerns about academic dishonesty; Cramp et al., 2019; Still & Still, 2015), and we urge instructors to use the practices that best fit their teaching philosophies and needs of their specific classes. However, we wish to address the limitations of doing so and offer five reasons to consider to stop giving exams in class.

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