Autono Blogger: Schools not places for learning: “learning comes and goes in different times and intensities, and expresses itself it different ways. It is really elusive and impossible to capture through a numeric evaluation. ”

Yet institutions insist on numerical evaluations. Not only that, but I suspect that the combination of the emphasis on “teaching for tests” and the requirement for numeric evaluations has resulted in a serious downgrading of the importance or value of actual learning, by which I mean acquisition of knowledge and understanding. The result: a disproportionate emphasis on attendance as a “measure” of “learning”. McVeigh even goes so far as to question whether students in this country are conscious of the distinction between attendance and learning.