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She realized that her students, presumably grown accustomed to rubrics in other classrooms, now seemed “unable to function unless every required item is spelled out for them in a grid and assigned a point value. Worse than that,” she added, “they do not have confidence in their thinking or writing skills and seem unwilling to really take risks.”[5]
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This is the sort of outcome that may not be noticed by an assessment specialist who is essentially a technician, in search of practices that yield data in ever-greater quantities.
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The fatal flaw in this logic is revealed by a line of research in educational psychology showing that students whose attention is relentlessly focused on how well they’re doing often become less engaged with what they're doing.
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