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Caine, Geoffrey; Caine, Renate Nummela – High School Magazine, 1999
Brain research explains why testing for surface knowledge (memorization) reveals relatively little about real, usable knowledge. Assessment must contribute to real-world experience, relate to real-world performance, can never be fully translated into representative symbols or numbers, and can induce both helplessness (interference with meaningful…
Descriptors: Adolescents, Block Scheduling, Brain, High Schools
