The Mid-Year Exam should not allow argumentative essays due to the potential for bias, the emphasis on memorization over critical thinking, and the difficulty in assessing student understanding accurately.

The primary reason argumentative essays should be excluded from mid-year exams is the inherent risk of bias. Argumentative essays require students to present a thesis and support it with evidence. However, this format can lead to personal biases influencing the grading process. For instance, a student's political or social views might subtly influence their argument, making it challenging for teachers to assess the essay based solely on academic merit. According to a study by the National Council for the Social Studies, "The Role of Argumentation in Social Studies Education," bias can significantly impact the fairness of the grading process (Smith, 2018).

Furthermore, argumentative essays often prioritize memorization over critical thinking. While memorization is important for certain subjects, the mid-year exam is an opportunity to assess students' understanding and application of knowledge. Argumentative essays tend to focus on the ability to construct a persuasive argument rather than the depth of understanding or the ability to analyze complex concepts. This approach can hinder the assessment of students' critical thinking skills, which are crucial for academic success and real-world problem-solving. Data from the National Assessment of Educational Progress (NAEP) indicates that students who score higher on critical thinking assessments tend to perform better in higher education and the workforce (NAEP, 2020).

Lastly, assessing argumentative essays can be challenging due to the subjectivity involved. Grading such essays requires a nuanced understanding of the topic and the ability to evaluate the strength of arguments and evidence. This subjectivity can lead to inconsistencies in grading and make it difficult to determine whether a student truly understands the material or is merely skilled at constructing persuasive arguments. A study by the Educational Testing Service (ETS) found that teachers often struggle to differentiate between strong and weak argumentative essays, leading to potential inaccuracies in student evaluations (ETS, 2019).

In conclusion, the Mid-Year Exam should not allow argumentative essays due to the risk of bias, the emphasis on memorization over critical thinking, and the difficulty in assessing student understanding accurately. By focusing on objective assessments that measure knowledge and critical thinking skills, educators can better evaluate student performance and ensure a fair and effective grading process.