Assessment is a meant to an end and not an end in itself (Miller, Linn and Gronlund 2009:3)
Young academics versus experienced academics
During first few years of teaching, assessment of student understanding is simply a chore with a purpose no more important than to produce a reasonable distribution of final grades (Rebeck and Asarta 2012:177). After a few semesters of experience, new instructors begin to look more deeply into test results. They start asking questions such as: Why does half of the class not understand the difference between demand and quantity demanded? Is it the presentation of the material? Is it student effort? Is it a problematic question I continue to use?