from the standpoint of educational neuroscience are discussed in this article. Learnerassessment performed in any teaching-learning environment should produce valid and lastingoutcomes. The validity of assessment indicates that the results generated represent the learnercharacteristics reliably using any strengths and weaknesses. The lasting feature of assessmententails that the results are associated with learner characteristics rather the environmentalfactors. When learner characteristics are identified in this manner, appropriate measures canbe taken to improve on any weaknesses identified while at the same time relying or stayingmotivated on the strengths. It is imperative that educators make use of the findings from theemerging field of educational neuroscience to design and construct assessment producingvalid and lasting outcomes. In educational neuroscience, how the human brain and relatedstructures engage in learning processes is studied. By incorporating this useful informationinto teaching-learning processes, learners can be put on a path to creating useful, lastingmemories, across disciplinary boundaries, to lead them to higher levels of humandevelopment yielding wisdom and consciousness. When assessments produce valid andlasting outcomes, they essentially become fair for all types of learners including the giftedlearners who demonstrate right cerebral hemisphere oriented visual-spatial characteristics thatinclude higher sensitivities such as emotional sensitivity.
Emotional sensitivity, emotion regulation and impulsivity in borderline personality disorder: A critical review of fMRI studies
