For too long, we have measured learning with letters and numbers, as though a child’s growth could be captured in a single mark on a page. The traditional A–E grading system was designed for an industrial model of schooling—sorting students into categories, rewarding compliance, and discouraging divergence. But children are not products, and learning is not linear.
Talk Revolution with Dr Paul Sambataro
Topic: Cognitive academic assessment of cognitive functioning implication for IQ testing & qualifications for special education
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