Aligned teaching and punishing student success

This term I’m teaching (and coordinating) a 1200 person Integral Calculus course at UTM. Term Test 1 went surprisingly well for students, and Term Test 2 was an unqualified success (very high average, lots of people got 100% on the test).

This lead to the following (paraphrased) question on our course message board:

Is the exam going to be a lot more difficult because the averages on the term tests were so high?

I took the time to think about exactly why I don’t like adjusting the difficulty of exams based on students doing well previously. Here’s the answer I posted on our message board.

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