I'll submit that the intellectual world is larger than integration and differentiation.
Calculus 1 and 2 are not. I don't see a reason why the non-simple problems you describe can't be put on an exam, apart from the fact that it's not part of Calc 1. I've also never observed a group of students from any professor who could reliably do it, so I suspect that your "order of magnitude" better teachers are a rarity.
How's that for an invisible dragon?
Are you seriously asserting that outcomes beyond reproduction are not measurable?
These two claims contradict each other.
If you want to argue that the exams couldn't measure anything at all, go ahead. You can find examples here: http://cims.nyu.edu/~stucchio/classes/fall2008/index.html
I'll submit that the intellectual world is larger than integration and differentiation.
Calculus 1 and 2 are not. I don't see a reason why the non-simple problems you describe can't be put on an exam, apart from the fact that it's not part of Calc 1. I've also never observed a group of students from any professor who could reliably do it, so I suspect that your "order of magnitude" better teachers are a rarity.
How's that for an invisible dragon?
Are you seriously asserting that outcomes beyond reproduction are not measurable?