
What is the purpose of the curriculum? What follows for form, content, process, and who the writers should be?

A 'real-world' assessment is meant to focus on the impact of one’s work in real or realistic--and often 'messy'--contexts.

Where should there be obligation and where should there be freedom in choice of pedagogy, models, and curriculum?

Perhaps it’s time to explore a radical but common sense notion: maybe we don’t understand how reading comprehension develops over time.

If the goal a student has to clear is absurdly low, then the assessment is not rigorous even though it is 'standards-based' testing and scoring.