As the process continued, students learned to produce answers from teachers.

• They asked whether a certain answer that they wanted to write was correct
• Another version: They asked to find out whether the answer they wrote was right or wrong
• They asked if they "could" write a certain answer
• They asked for hints

The value of the tests diminished over the course of time. Students studied how to beat the system, and they put less and less effort into the material to be tested. Any effort they exerted on their studies was superfluous, since the students knew that they could get the answers on the spot.

They were also encouraged by their classmates. Those who were most successful in beating the system (and getting answers from the teacher) enjoyed respect, praise, and sometimes adulation from their classmates.

Not surprisingly, school administrators discovered that high achievers were not that knowledgeable. They could not understand that fact. How could students receive high grades but not know the subject material?

Perhaps we have just discovered at least part of the answer.

We can start to correct the problem by forbidding the teacher from coming to the examination.

We can demonstrate the problem with the system in another way. Try the following experiment the next time you have a major examination:

Midterms and final exams often have a second-chance date for those who offered an acceptable reason for not attending on the regular date. The reason might be a conflict in test schedules, illness, inaccessibility of the school because of snow, or the like.

Go to the first examination. You are likely to be inundated with questions from the students. You will be tired at the end of the test.

Do not go to the second-change test, but leave word with the proctor that you are available by phone during the course of the test.

Do not be surprised when nobody calls. The students will manage by themselves.

What can we conclude from this experiment?

If the teacher is waiting in the classroom, then the students can and will bother her. On the other hand, they won't take the effort to call, since it's more difficult to pry an answer out of the teacher by phone.

The results of this experiment will provide clear evidence that students consult with the teacher during the test in order to receive answers. The test is more fair, and it reflects the students' knowledge more accurately, when the teacher does not come to the test.

There is no question about it: Teachers should not be in the room with their students during a test.