Carefully calibrated details with no meaning – measuring learning

I’ve been thinking a lot about measurement lately. It feels like a key factorin distinguishing “making” that matters in the classroom. Student’s capacityto use measurement, andits little sisters, precision and accuracy, should get more refined and complex as they get older.

The flip side of teaching students to measure is to measure student learning. How does assessment work in a classroom where students are doing different and unexpected things?

I just ran across this article byRobert Crease,...