In the past 16 years we’ve imaged brains and tested students. We have no better information about how to use testing to improve schools now than when we started. We do now know that human variability is not mere noise to be ignored by categorical systems, such as standardized testing, but rather it directly affects outcomes. It is time to walk away from the Twentieth Century obsession with standardized testing and develop a Twenty-First Century approach that combines neuroscience learning with effective intervention.
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