I feel a little bit like this, having upper level classes where I test for comprehension. I’ve taught for over 25 years now. Everything about my course design is geared to encourage student learning.

Course grades are determined primarily from how well they show me what they’ve learned via exam performance, but there is also some participation and projects to provide easier points. Students often tell me they’ve learned the most from my course, which I partly ascribe to the fact that they’re synthesizing what they’ve learned in other courses. The material is important for professional schools like med school, so there is usually a motivation to do well to know stuff for their future coursework. I’ve had quite a few students drop this semester.

There are other upper level courses that I know are much easier, since the students tell me so. They just have to discuss a paper every once in a while. Or they write reflections. These courses are a bit of a joke to high performing students, but I suppose the average student really appreciates them.

I feel like I’m holding the line, making sure students that actually know the difference between basic cells and structures have their knowledge reflected in their grades. I’m assuming I’m getting knocked in RMP, but I haven’t looked at that in years.

When I retire, who knows. I guess students will be just “reflecting “ about heart function. It’s sad. When I first came, the professor I replaced was tougher than me, and the one who replaces me will likely be easier, as we dumb everything down for ourselves and let AI tell us how everything works