I wanted to set up an examining system that no matter how smart or skilled the student that the midterm would be easy to acquire all the points. The strategy is to have students going into their final paper with an A average. This way they have more motivation to spend the time required for the final paper and to be successful. Success is given to those who take the time and follow the structure. This is a great lesson of life. Each student has the same chance for success, but each will have to adjust and overcome obstacles to complete the job.

I am a very creative person and generally not afraid to try new things. I simply cannot say enough for my midterms. The student must type in a paper what they have learned in each class. They may also add information from the book and anything else. It just has to be what interests them. As a professor, if you use this type of this midterm, it will change your life. You will then understand the concept of transfer and the concept of the transfer of value to an individual. I believe that no one has ever learned anything that I have ever attempted to teach them. It is impossible. Remember: education not training. We give and take from our environment and interpret through our experiences. It should and cannot ever be the same for everyone. We are not talking about a robot fixing a car, but educating a complex human being. Form, force, and power, not cause and effect.


Bravery
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If you are a brave professor then consider this assignment. During each class the students must write down ten things that they have learned in that class. I have used up to fifty per class. They do not have to guess what I want to hear, but rather what they enjoyed learning. I expect no two students to have the same statements. The assignment must be typed and turned into the professor on the last day of class. On the last day they can turn in their ten written statements in pen.

You will be shocked as a teacher at how different the responses are, and this midterm may change your mind about the concept of direct transfer. My current thinking is that the transfer of value to a person is not necessarily the transfer of what I value as a professor. If I was unable to transfer specific concepts within their top twenty-five business schools then I have failed. This depends on your view of education. I do suggest to the students write down what they have learned that they present it with positive slant and not to try to hurt my feelings.

During class I often ask the students to share their ideas. I never criticize but will clarify what I meant and suggest they may maintain their perception, but it was my intention to force a change in thinking. I did this exercise with a group of business teachers at an invited talk in Connecticut. The first person who spoke up said that he learned that I had a big ego. I said thank you, and I really did not know if I thought I did, but it was an interesting observation. The exercise was very enlightening to all the teachers.

They may also apply a balance of the class, with the book, guests, and outside experiences. I expect most to come from the guests and myself.

Substitute Assignments
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A student can suggest an assignment that they would like to do instead of any and all class assignments. My criterion is the assignment take a general range of time that those assigned to others. Almost every time I have done this I have disappointed in the result. I always remember my professors doing this for me and how much I learned. They also must have thought the same as me about the assignments but they also realized that this is important.

I also suggest other assignments if a student does not want to do what others are doing. This is usually something of interest to me. Again very few student do work that actually helps me a great deal.

The challenge for either of these assignments is that no matter how badly they perform if they were to receive a poor grade they would believe that it was not a fair assessment. A poor grade given to a student that tries something can cause a great deal of damage to the student. They may never try anything different again in their life because of the perceived punishment. I always tell them in the very beginning that what ever they do not this assignment they will receive an A. I suggest that to hold a grade over their head will stifle their work. I want them to be free to perform.

I also inform the entire class of the student's project and that they will receive an A. I use this as a strategy to help student to realize the risk and fears of trying something different in marketing. At this time they are invited to also do the same. Very few come forward and change their assignments even with an assured A. One out of 50 students do this assignment. 

Testing Criteria
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Testing must represent an individualized storytelling approach for each student.

The student can discuss a particular form of testing developed by the professor and can change it with the help of the professor to create a more optimal form for their own learning style.

The criterion for success is completing the assignment within an agreed upon framework within a flexible time frame.

Applying Form, Force, and Power the professor creates the criteria for Force and Power while the student applies Form.

Each marketing professor's testing will look and be different. Constraints are only part of their own development, knowledge, and wisdom.

Testing Evaluation
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