ABSTRACT
You might spend hours crafting the perfect multiple-choice exam, ensuring that your questions align with your learning objectives (see align assessments to learning objectives ∗), creating questions and answer choices that address common student misconceptions at various levels of difficulty. You administer the exam in class and collect it and the students’ bubble sheets at the end of the period. The item analysis results from your institution’s testing center shows that the exam worked well to identify students who mastered the concepts and those who didn’t and identified areas on which you need to provide more instruction to the whole class before moving on. You go on to reuse this masterpiece the next time you teach the course only to discover your exams are posted on a website (one such website, https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315283852/99d9c3ec-8e30-4359-87c1-494561f90d67/content/www.postyourtest.com">postyourtest.com, operated in 2008–2010 to systematically allow students to do this (Guess, 2008)).
