Teachers are supposed to do item analysis after every exam to see which questions students are still struggling with. It is so much better to actually see the work they did. This way, their strengths and deficiencies are obvious. Marking a geometry exam, for example, an incorrect multiple choice response will not show whether the problem was conceptual or algebraic and will do nothing to help the teacher correct the mistake.I have asked many times but I have not seen the exams of some teachers. Please make sure I see your exams before you give it to your students. We have talked about not putting 40 points of worth of long problems where students could receive partial credits. I saw at least two exams with that. Please make sure the part II/III of your exam contains no more than 32 points worth of questions so that we are on the same grade scale.
The bottom line is that knowledge doesn't count, only exam grades. The kids have got to get those 80's or the school will not look good.
(There is something inherently wrong with having to show your supervisor every exam you give. Teachers are professionals and should be treated as such. Just because an exam is typed, or neatly done as a cut and paste job does not mean it is a good exam. The math department has over 30 teachers. Mr. AP will not be able to go over every example on every teacher's exam to make sure the questions are good ones and some of the tests he will be passing off on will be barely satisfactory or unsatisfactory, so what is the point?)