ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The book discusses the learning experiences as about the pre, formative and summative assessments and also calling performance-based authentic assessments. Mike's physics students had to figure out textbook kinds of problems related to forces, motion, acceleration, Newton's Three Laws and the like. Each might have had a correct answer, but they were allowed and encouraged to explore different approaches to these, working collaboratively with classmates and learning best ways to think about and solve them. Long-term change is a process, not an event, as noted many years ago by Michael Fullan. A very special thanks, then, to Routledge and Acquisitions Editor, Lauren Davis, for seeing the importance of what you have just read and the needs it would meet within our academic communities, both public schools and higher education.
