Editor’s Roundtable: Too much assessmentby: Inez Liftig

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Regardless of the context, the intent and meaning of “assessment” has remained the same: to determine what students know before a lesson starts, to monitor if they are “getting it” as the lesson unfolds, and to measure what they have mastered at the end of instruction. These practices remain the same in all good instruction and are at the core of teaching and learning. This issue of Science Scope presents a collection of articles that deal with different aspects of assessment.

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