[gchallen]

There are limits to what you can assess on timed assessments, and there are students whose performance on such assessments is not a good signal of their intellectual ability.

In addition, at many institutions such tests are given infrequently and can be worth a significant component of a student's overall grade, increasing both student stress levels and the tendency for such assessments to measure short term knowledge students have obtained by cramming, not more meaningful longer-term knowledge gains.

I see you're giving quizzes every three weeks, which is better than twice a semester, but still not what I would consider an ideal cadence. In my course weekly computer-based quizzes comprise 70% of a student's grade, but that's supported by a significant institutional investment in high-frequency computer-based testing: https://cbtf.illinois.edu/.

[rfergie]

> there are students whose performance on such assessments is not a good signal of their intellectual ability

Is there a form of assessment that is a good signal of the intellectual ability of all students?

[warumdarum]

Fruit of labor? Good students of science produce novel science..as in testable ideas without precedent.. a thing llms struggle with, as they at best can interpolate and mash up previous ideas

[recursivedoubts]

I agree and would like to move towards a customized computer setup like you mention. A friend at Berkeley manages a similar setup. Unfortunately Montana State is too small to have set one up yet.

[sourcecodeplz]

so let say you give the students a pop-quiz. is that not acceptable anymore because some students don't do well when surprised?

[mlloyd]

Acceptable is different from being an accurate assessment of knowledge. The question is what is the teacher attempting to measure?