During the '90s, when I was on the faculty at Texas A&M, with the Department Head's approval, I decided to change my method of evaluation for a course in astronomy to see if I could increase student class attendance and motivation. Instead of the standard midterm, infrequent quizzes, term paper and final examination, I substituted in the syllabus the evaluation consisting of 15 different quizzes randomly given within the 1st 10 minutes of class, the average of which represented 70% of the grade, a term paper on any subject remotely associated with astronomy representing 20%, the final examination representing 5%,… >>>