If you want to assess, allowing people to keep trying wasn’t going to get you a good signal of their ability. But then if you think about it for two seconds you have to wonder why we want a good signal of these students’ ability. This is not assessment for accreditation so who cares about getting such incentives right? What one surely wants are problem sets that signal to the student whether they had mastered the material or not. By not breaking out of the assessment mould, the course designers missed the opportunity to focus on learning rather than signalling.

May 31, 2012