How would you do it? There isn't some generic "philosophy" curriculum. The works you study in such a course, including literature and the other arts, are arbitrary.
Either the test's philosophy section chases down so many long-tails that you get most of them wrong just to get one right, or the entirety of your philosophy experience comes down to a few topical questions on a test that just miss the topics your courses covered.
That's the curse of standardized tests and why they ultimately shrink the possible curricula to fit inside of them. Is it the students that really benefit from this? Or are they the ones that suffer from our attempts at making things measurable?
> The works you study in such a course, including literature and the other arts, are arbitrary.
Not really. It's like any field of study. If you have N-many hundreds of hours in which to teach undergraduate-level math, ultimately you just have to pick the topics you think are most appropriate/beneficial. Same if you're teaching history, or graphic design, or engineering, or philosophy.
I don't see that it's particularly difficult to assess a student's grasp of philosophy. You can just ask exam questions to assess their understanding, and/or use long-form essays. Undergraduate philosophy courses seem to manage this ok. It's not like assessing an art project, which is inherently very subjective.
Either the test's philosophy section chases down so many long-tails that you get most of them wrong just to get one right, or the entirety of your philosophy experience comes down to a few topical questions on a test that just miss the topics your courses covered.
That's the curse of standardized tests and why they ultimately shrink the possible curricula to fit inside of them. Is it the students that really benefit from this? Or are they the ones that suffer from our attempts at making things measurable?