On Saturday, I took a three-hour exam to finish up one of my on-line courses. Since I only took this undergraduate composition course for credentialing purposes, I was quite literally 100% certain I would pass. I mean, I teach students mere months before they are supposed to be prepared to take this course. If can’t pass this course, my problems are bigger than a test.

Before I even began the exam, and despite all my preparation, there was a problem with my computer. Someone named JM showed up in a chat box and politely asked if he could take over my computer from a distance. I said yes, then sat and watched as my cursor moved around and things clicked on and off for over half an hour. JM worked it all out in the end, but I started my exam knowing I really am old because I found it all very disconcerting. And, even though I got the full time allotment, I started 45 minutes later than I had planned. This was problematic because a friend was watching my children for three hours – and now I needed four. But now I’d started my exam so I couldn’t use my phone… Oops. 


Sometime during hour one, I began to wonder when I had last taken an actual exam. Grad school? Probably, but I don’t remember any exams then – mostly essays. Could it have been undergrad? Let’s not consider how many years ago that was. (It was a lot of years.) At any rate, I now remembered how little I like timed endeavours. I really don’t like them. I found myself checking the timer more often than was necessary. At one point my internal voice scolded me for editing when I should have been writing. I wondered how strict the word limits were. There was no one to ask.


And let’s talk about the exam itself. I give exams every semester. I try to be completely transparent about what will be on the exam and to have the exam mimic classwork as nearly as I can. Nevertheless, my students are always stressed out. I tell them that I understand, but now I definitely get it because on Saturday, I was stressed. In three (short!) hours, I had to… 

  • Write an essay on a topic that I did not know ahead of time (structured but personal, thank heavens), 
  • Read an essay
    summarize it
    *and* write a rhetorical analysis
  • Identify a quote and explain how it fit into an essay I’d read during the class
  • Answer 20 grammar questions.

Thank goodness I remembered my personal time-use strategies: I headed straight for the grammar questions and worked backwards from there. Because I was at home and being proctored remotely (also weird), I drank tea the whole time I wrote, and then I had to ask permission to go to the bathroom – in my own home! 

When I got back from my bathroom break, I found myself assessing the exam: the multiple choice questions were ok but some gave away the answer. The essay provided on the exam was too old (2002 – so the statistics were seriously out of date) and had clearly been edited for length, meaning that it was a bit jumpy in places. I wondered if it was really fair to have students write a rhetorical analysis on an incomplete essay. Wouldn’t have been my choice, but length matters. The quote analysis was straightforward enough, but I was unconvinced that it effectively tested much beyond memory. But, hey, at least I had no complaints about the essay portion – except that I kind of liked what I was writing and wondered if there was a way I could save it…


I finished that dang exam with three minutes to spare. Three minutes. And now I have to wait ten days for the grade. I’m lucky because I know I did well, but I have renewed empathy for my exam-hating students. Apparently exam-writing is a stressful experience no matter how well I am prepared. I have been comforting myself by thinking that it may have been my last exam ever. At least I hope so.