About half of the points from my BIO181 class come from high stakes exams. I feel this is necessary to prepare students for their STEM degrees, MCAT, PCAT etc. I split the course content into 5 units with an exam for each unit. This means giving up 5 class meetings to exams, which for a TR class, is over 2 weeks of class time. I tried dividing the content into 4 units, with 4 exams. The last 2 exams remained the same, but I took the content from the first 3 exams and split it between 2 exams instead. I examined student scores to see if there was any impact to how well students did on the first two, new, "broader" exams. The cohort who took 4 exams scored over 9 points lower on their first 2 exams than those who look 5 exams. However, when comparing scores on the unchanged last 2 exams, the "4 exam" cohort also scored 6.5 points lower, indicating a generally weaker cohort. When controlling for this, no significant difference was found between taking 4 or 5 exams. This serves as a cautionary tale. A 9 point gain/loss is not neccesarily all it seems! To be truly informative, SOTL research needs controls.