Column: Student testing must motivate learning

The end of another school year’s first quarter has passed, raising old anxieties for teachers and students: tests, grades and report cards. In an age of digital data obsession, assessment of learning is reduced to numbers that are required as proof that the student, the teacher and the school have justified their continued funding. The only accepted evidence is quantitative data — numbers, scores. Qualitative data, which describes the real experience of teachers and learners, is deemed too “soft” and not “scientific.”

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