Finals are almost here. They can no longer be ignored as a looming but distant threat. In a matter of mere days, we will all sit down with our sharpened pencils and fresh pens and demonstrate that we put in a lot of work in the last week and a half.

This is not a very functional model. Final exams largely test recollection of material from the semester rather than the skills gained during it. There are finals that avoid this pitfall. Some test problem solving skills within the area of study without forcing students to cram and review the material they learned over the past four months.

These exams come after a certain type of class, however. For a class to culminate in an exam that tests what the student can use after they move on, it has to have been about learning skills in the first place. This comes easier to certain types of classes than others, but it’s important to note that it can be done in any class.

For instance, in a history class, a non-functional exam might test a student’s memory of dates or specific historical events. This is of course valuable in certain contexts, but a more helpful exam might test a student’s analysis of historical texts or events. The class, then, needs to have been focused on analysis and discussion. For many classes, this is probably already the case. The humanities often do an excellent job of emphasizing the skills they offer to students for whatever field they may pursue after graduation.

A shift towards skills-based exams in all areas of the University would represent a necessary shift in the focus of our teaching as well. Students should be prepared not only for their chosen professions, but for contribution to the community and empathetic interactions with their fellow human beings.

Not only should we not test people only on the facts they reviewed the night before, but we should teach a broader base of knowledge and skills. In some ways, the University’s core curriculum attempts to address this. However, the single classes in a few designated subjects do not create an appreciation for the lifelong value of subjects outside a student’s major.

We will all be better students and better people if we not only respect other disciplines but apply the skills from other areas to deal with their own professional and personal challenges. The University should further this goal and it can all start with finals.

That said, exams are exams and they’re almost here. Good luck!

Allison Mollenkamp is a sophomore majoring in English and theatre. Her column runs biweekly.