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So far, weve been focusing on assessment, its history, uh, its evolution, and its components. But really all along, weve also been talking about, uh, two other things. S-educational systems that have, uh, developed as a consequence or in-in relationship. And of course, the lifeworlds of the learner and the-and the-and the teachers in this environment. So we have, uh, a time table. Uh, we have periods. Uh, we have a textbook, we have a number of-of learners, 25, 35, maybe 50. Uh, one teacher, maybe a teacher support person, and during those periods, uh, the learners engage with some chunk of textbook and, uh, as a consequence of, um, these unfolding, uh, they end up with some kind of assessment that evaluates how well theyve, um, imbibed, what the teacher expected them, or the journey, the learning journey, that the teacher took them through. And weve also said that this kind of, um, uh, teaching that were all very familiar and learning, all of us very familiar, had the effect of s
