Because, assuming it's done properly w/o cheating, it's a great learning tool. It's sometimes easy to forget that certain tasks are the way they are because they're supposed to teach. We don't structure teaching and learning around what the least painful thing is.
>Because, assuming it's done properly w/o cheating
But that's what we are solving for. So you can't assume it.
This is what I mean when I say educators need to be more agile instead of insisting on assessment methods they simply assume should work.
How wide is the gap between “least painful thing” and “most effective thing”?