The student doing everything right - turning everything in, hitting every deadline - might be your most compliant student, not your most engaged one. This episode names why that distinction is invisible on most rubrics, and gives you one diagnostic move that changes what your class is actually measuring.

This episode draws in part on research in:

• Surface and deep approaches to learning — how assessment format determines which strategy students adopt (Marton & Saljö, 1976)
• Achievement goal theory — performance goals and strategic pattern-matching over genuine understanding (Elliot & McGregor, 2001)
• Formative assessment and the quality of the feedback loop between student and learning environment (Black & Wiliam, 1998)
• Expectancy-value theory and the decline of intrinsic motivation across school years (Wigfield & Eccles, 2000)
• Self-worth protection theory — strategic effort withdrawal as a rational response to evaluative environments (Covington, 1992)