This paper contains two scenario-type assignments for students in a university tests and measurements class as well as a collection of materials developed by actual students in response to these assignments. An opening explanation argues that education students, often nearing the end of their program when they take the tests and measurement course, may benefit most from being placed in the position of teacher and being asked to exercise professional judgment. The first scenario asks the student to imagine they have been hired to replace a teacher on extended leave to develop the foundation for teaching a unit of study. The student develops a Unit Table of Specifications and evaluation instruments. The second project has students develop a personal philosophy of grading through an exercise where they proceed as if they has been asked to chair a school committee on academic performance assessment. The assignment includes requires the student to consider school policies, third term grades, profiles of students, and project grading criteria. The appended student developed materials in response to these assignments are: (1) an instructional unit titled "La Familia," a grade 9, Spanish language unit on the Spanish-speaking family and family environment; (2) "Science at the Cemetery," a grades 6, 7, and 8 instructional unit; and (3) two grading philosophy statements, one in a descriptive format and one in the form of a letter to parents. (JB)