ABSTRACT
It is not possible to assess learning systematically without observing or controlling the basis of inducing learning. If the quiddity of learning is the specific content, the basis for inducing learning must meet the requirement of providing sufficient information about the content. We cannot assess what learning occurs without considering the process of how learning occurs. What is learned is not merely a tendency, but a content-map rule that is precise and strictly based on the information the experimental intervention provides. The rule accounts for whatever tendencies are observed.
