ABSTRACT
For decades, content-driven final exams have been uncontested assessments that serve as the culmination of all learning over a term of study. Recently, variations on final exams have increased as instructors begin to look for other ways to assess student learning. Because final exams are the culminating assessment for a course, the structure and method of administration can have a transformative impact on the teaching and assessment practices leading up to them. Skill-based activities and exams are a perfect match for the type of preparation students need to demonstrate success in high school and a high degree of preparation for college or university. This chapter shows how the administrators led their traditional school in East Asia away from the content-driven exam to a skill-based exam.
