When I first started teaching, creating an exam for my upper division courses was a genuinely exciting process. The material felt fresh and relatively unexplored (at least by me), and I remember often feeling pleasantly overwhelmed with what seemed like a vast supply of intriguing and engrossing exam-ready problems. Crafting the perfect exam, one that was noticeably inviting, exceedingly fair, and unavoidably illuminating, was a real joy.
©2007 Mathematical Association of America
Orrison, Michael. "Teaching Time Savers: The Exam Practically Wrote Itself!" MAA FOCUS 27.9 (2007): 9.