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description:
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In this article, authors Martin G. Brooks and Jacqueline Grennon Brooks make the case that constructivism is being pushed aside in the current atmosphere of high-stakes assessment. The authors state: "Instructional practices designed to help students construct meaning are being crowded out of the curriculum by practices designed to prepare students to score well on state assessments." In the authors' view, most high-stakes assessments are not accurate measurement tools of how and whether students are learning; educators should focus on ensuring that students are learning to think, rather than learning to take tests.
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