Bad idea for a test?

Due to a series of scheduling conflicts we have not been able to get a test in like I had wanted. The interrupted schedule coupled with how amazing this group is, I thought we would try something different. I passed out a small piece of paper for them to take their test on. There were some awkward glances and confusing looks. Generally, we test through Schoolnet so the confusion was warranted. They were then instructed to think about the content the test would cover, what they were capable of, previous test scores, their current grade, and then to write down the lowest grade they would find acceptable on the test. That's the grade that will go in the gradebook, before they have even taken the test. Immediately they all write "99" and "100" on their paper thinking this was the easiest grade they have ever had. Then they were told they would have to still take the test next week, and they would score equal or better than what they wrote down. "But...what happens if we don't do as well?" A HA. That is a great question. If you don't score as high as your self-grade, you take it again. And again. And again. "That's fine, I will just memorize the answers." On a typical 30 question test, I would agree. But I have a question bank of 100+ questions and the test will be different every time. (Insert sour faces here) Many of them erased and put scores that certainly were going to push them, but would not have them testing till the end of the year.

So, is this some strange psychological game or is there sound reasoning behind it?

1. Students do not set goals for themselves. (Now they have)
2. Students do not understand what is required to reach lofty goals. (They will go through this process)
3. Students seem to think that a grade is something they "get", as if it is already determined before the test occurs. (Many will understand that more work by them generally equals more acceptable outcomes)
4. If the point of school is to learn, it makes sense to allow students to continually grow until showing mastery of the content. I do this with all other aspects of my grading, but have always been reluctant to extend it to my tests.

Finally, there was something very positive about walking around collecting papers and having students ask if I thought they were capable of earning the score they wrote down. "Of course."