Assessment

Teachers are obligated to attend to specific objectives that their class should fulfill. These objectives are determined by the state without the direct consent of its teachers. It is supposed that they are an educated bunch distinguishing what belongs to a foundational formal education. In response, teachers are responsible to prove that every student is learning certain material. It is also supposed that if teachers can swallow hard and fudge a few numbers, then they can demonstrate that all their students are achieving a standard for which they were never desirous.
Now, many would say that numbers fail to prove that a student is learning, while others declare that numbers empirically do. Teachers have been known to prove that all students are learning by virtue of assessment. That is, of course, they practice assessment in their classroom synthesizing the two (instruction and assessment). But one may ask: how can teachers be sure that learning is measure by their tools? How can one respond? They do by virtue of their tools. It is true that good numbers are praised by the state. It is true that the state praises education on these basis; however, the question remains unanswered.
It is true that if you attend to the demands of the state, as it demands, regardless if bribery is involved, then you will be rewarded. Teachers are taught to swallow hard, accept the baggage for the sake of its gold. If teachers follow the states proscription exceedingly better than others they are rewarded proportionately. This probably would be labeled indentured servantry by others, but the state likes to call it free and appropriate education. In retrospect, assessment proves that students can preform a skill or regurgitate material. However, teachers are still subject to a system over and above education. For educators have defined what belongs to education so that the educator's pedagogy can assume that they are educating as well. But educators have long built structures before assessing the strength of its foundation. And they have redefined assessment so that their measurement tools no longer assess qualitatively. They are only adept to measure quantitatively so that this circle has retrieved itself.