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Abstract

The diversity of learning activities has opened minds to an education for everyone, with different pathways for the teaching-learning process. However, there are dysfunctions, or rather, blatant injustices that exclude capable, intelligent, creative, kind, and talented children, mistreated by assessment. Aware that these words may irritate those who believe in scores and percentages as a fair measure of students' abilities and competencies, I will present considerations known to all, both experts and laypeople, about the revolutionary step teachers must take: to focus solely on teaching, not on being a selector of "gold nuggets" that are often only gilded by their social background.