Abstract
Instead of a cryptic statement of a testing innovation, I have described a pedagogical and philosophical journey which led me to a very simple, but potentially controversial testing innovation. I have decided to leave this presentation in its somewhat unconventional style because, without intending it, what also emerges is a process which can be translated to seeking and arriving at innovations in other areas of teaching. At the root of this process is asking the students--whom we most often forget, ignore, or purposefully disqualify as naive and ignorant-for assistance in our analysis and struggle toward change. The mere act of acknowledging the worth of students' opinions, and respecting them enough to grant them some role in constructing their learning process, is a radical humanistic innovation on many campuses. This position challenges the general attitude among colleagues that students are unmotivated, slovenly scholars who will take us for a ride whenever they can.
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