I think it's a little extreme to say that the current popular way of quickly assessing large numbers students is "horribly broken", but I think the most interes

I think it's a little extreme to say that the current popular way of quickly assessing large numbers students is "horribly broken", but I think the most interesting part of this has nothing to do with student assessment and more to do with forcing the student to think about how well they know things. A quiz can be a teaching tool as well as an assessment tool. It's often poorly designed for the first function, but that doesn't mean it has to be.