When are students most engaged in a class? When do students devote their entire attention to the course materials? What prompts students to evaluate their own understanding and ask questions?
If you've answered "testing time" then consider designing your tests for maximum impact.
In this talk, I will discuss my test design for an introductory statistics course. Through two midterms and a final, I directly reinforce what I've taught my students are five steps in the statistical process: 1. start with a question, 2. plan, 3. collect data, 4. analyze data, 5. make an appropriate conclusion. My examples will assume a simulation-based approach to teaching statistics, but the design principles can easily be applied to other styles.