A Discussion on the Implication of Assessment as it Relates to the Brain and

Higher-Level Executive Functioning

This article was created during my Graduate Program on Teacher Effectiveness and Professional

Development and has not been previously published in part or in whole.

Word Count: 1,590

Cherry-Anne Gildharry

331 NW Jackson Dr,

Ankeny, IA 50023

October 2014

Professor: Dr. Tabetha Rabenberg

Author Note

Cherry-Anne N. Gildharry, Master’s in Teacher Effectiveness and Professional

Development, Drake University, Des Moines, IA. Correspondence concerning this paper should

be addressed to Cherry-Anne N. Gildharry, Email: chemelnalis@gmail.com

 For young brains to retain information, they need to apply it. Information learned by rote

memorization will not enter the sturdy long-term neural networks in the pre-frontal cortex (PFC)

unless students have the opportunity to actively recognize relationships to their prior knowledge

and/or apply new learning to new situations, (Willis, 2014). Assessment, whether formative or

summative, must provide the learner with opportunities to profoundly apply their learning and

knowledge in order to promote the development of larger neural networks from isolated neural

networks, resulting in the promotion of neuroplasticity. Neuroplasticity refers to the lifelong

capacity of the brain to change by creating new neural pathways in response to the stimulation of

learning and experience (Neuroplasticity, 2010). Additionally, the prefrontal cortex (PFC),

commonly referred to as the “reflective” or higher-brain, activates executive functions that

promote the development of valuable 21st century skills. This paper discusses the implications of

assessment as it relates to the brain and higher-level executive functioning. It will provide an

extensive focus on the connections of assessment to neuroscience, with a specific focus on

neuroplasticity and the prefrontal cortex (PFC). Furthermore, it will discuss the association

between assessment and higher-level executive functioning and the connection to the prefrontal

cortex and 21st century skill development.

The prefrontal cortex is the part of the brain responsible for cellular changes that produce

long-term neural networks and these changes only effectively take place when leaners engage in

activities that empower them to connect and apply their learning to new situations. Assessment

that allows for rote memorization, or learning of content in isolation does not provide students

with the opportunity to have that flow of activity along neural pathways to create long-term

neural networks. When assessments are designed to constantly provide students with

opportunities for processing and connecting their learning through conversations, discussions,
thought provoking questions, written and verbal reflection and visual representations and other

methods, neuroplasticity takes place, ensuring that singular or isolated neural networks form

larger neural networks. Additionally, the importance of formative feedback is specifically

acknowledged as these are highly effective in stimulating the formation of larger neural

networks.

While the prefrontal cortex is the part of the brain that promotes neuroplasticity,

unfortunately it only comprises approximately 17 percent of the brain, with the remaining

portion consisting of the reactive brain. Any information entering the brain is channeled to either

the prefrontal cortex or the reactive brain, where the latter responds to information instinctively

as opposed to through thinking. When learners are in a “state” of stress, anxiety, frustration and

boredom, information entering the brain is sent to the reactive brain. The reason for this is, the

amygdala filter, the system responsible for routing information based on your emotional state,

blocks the entry of new information entering the prefrontal cortex as it takes up extreme amounts

of oxygen and nutrients. When information is channeled to the reactive brain, it does not form

strong neural connections. Assessment should therefore be designed to limit the stress level of

the learner and instead provide opportunities that will address their interest, learning style and

multiple intelligences. Therefore, designing differentiated assessment by product, content and

process would give the learner choice and increase interest, thus putting them at ease to more

easily pull from their schema and connect neural networks.

There are additional benefits for learning in creating assessments that are gratifying and

interesting to the learner as these stimulate positive emotions which trigger the brain to produce

extra dopamine. Dopamine is the brain’s most important chemical neurotransmitter which carries

information across the synapses and promotes the brain’s capacity to process new information.
Furthermore, formative assessments that are kinesthetic in nature, such as forced corners, meet

and greet, think-pair-share, four corners, inside-outside circles, gallery walk, and even “thumbs

up, thumbs down” require movement for students to demonstrate their learning and therefore

increase the production of dopamine in the brain which increase neurotransmission.

Additionally, assessment that integrates visual, linguistic and other multiple intelligences also

increases the probability of information entering the higher thinking brain through the reticular

activating system (RAS), which receives information from the eyes, ears, mouth, muscles and

other organs. The RAS is the first filter that information passes through and therefore,

assessment that focuses on attending to multiple intelligences magnifies the importance of

information for the learner through interest, learning styles and sensory stimuli and opens the

pathway for information passing through the RAS to be sent to the prefrontal cortex.

While dopamine is one of the brain’s major neurotransmitters, it also stimulates the

production of other neurotransmitters that promote alertness, memory, and executive functions or

processes. Professor Trevor Robbins states that, “Executive processes are that set of control

processes that serve to optimize performance in complex cognitive tasks with many

components. The prefrontal cortex is involved in executive functions such as planning and

decision-making and is central to that group of functions” (Sutton, 2012) . As determined, the

PFC is instrumental in activating the higher cognitive processes, but this cannot be done without

guided and continuous experiences, as the neural networks that direct executive functions need

stimuli to develop appropriate and highly cognitive response capabilities. This stimuli results

from assessment that requires debating, debriefing, performing research, analyzing the validity of

data, and designing, creating and invoking the ability to make complex decisions by applying

new and changing information.

 Incorporated in the definition of neuroplasticity is the brain’s ability to change,

maturation of the brain being a part of this change. In this phase, the process of neuroplasticity

refers to the pruning away of cells that are not used, to provide for the needs of the other

frequently activated neurons. The PFC is the last part of the brain to mature and fully myelinate,

and this happens at the greatest rate during middle school (Willis, 2014). At these stages,

educators need to capitalize on having students use and develop their executive functioning skills

by planning assessment that requires students to analyze, evaluate, synthesize, research and find

ways to apply new information. Therefore, designing assessment that will invoke the highest

cognitive processes will allow the learner to develop critical analysis, deductive and inductive

reasoning, creative, interpretive and profound problem-solving skills, all connected to 21st

century skills. While research states that executive functions are more effectively developed at

the middle and high school ages, it does not limit or deter having students use and develop these

at an earlier age, but only suggests that the process may not be as smooth in the earlier ages.

A great portion of the facts that students learn and are taught today will eventually be

modified, however, the lasting skill sets and toolkits that students need are executive functioning

skills. This is reinforced in a New York Times article in which Thomas L. Friedman noted that

Google does not focus on employing people with the most content knowledge or expertise,

rather, those with high cognitive ability, innate curiosity, a willingness and love to learn and

relearn, emergent leadership skills, a collaborative and adaptable mindset, and very importantly,

someone who routinely demonstrates, “what they can do with what they know” (Nisen, 2014).

While this is only one job sector, these expectations are indicative of many more sectors, as

organizations are looking to employ people who have the ability to use their executive

functioning skills. To prepare students to use their higher-level executive functions, assessment
must be created in ways that invoke and stimulate these and by doing this, the neural connections

for executive functions in the prefrontal cortex will get stronger and students will be prepared

with the greatest 21st century skill set possible.

As educators design formative and summative assessments, they must be guided by the

profound implications of assessment on the brain and learning and the acquisition of an

executive functions skill set. Therefore, in-depth time must be spent creating assessments that

address interests and result in profound application, inquiry and investigation. More so,

summative tests should include varying components and choices to apply learning and make

connections, as well as give each student the opportunity to demonstrate their executive function

skills. Educators spend countless hours planning lessons and assessment that will help students

learn. Therefore, to continue to ensure effective learning is occurring, the supremacy of the brain

and it functions must be a guide to ensuring that the information students are receiving through

assessments are not being routed to the reactive brain but instead to the prefrontal cortex and to

promoting neuroplasticity. Failing to do this will deem the hours spent planning lessons

contradictory to the mission and goals of teaching. The simple yet profound quote, “neurons that

fire together wire together” can be used as a constant reminder in planning assessment.

Additionally, as stated by Judy Willis, “unless new rote memories are incorporated into larger,

relational networks, they remain isolated bits of data in small, unconnected circuits likely to be

pruned away. However, most importantly without the assessment that promotes executive

functioning students will not acquire the higher cognitive skills necessary for the workplace”

(Willis, 2009).
 References

Neuroplasticity, T. (2010). Neuroplasticity. Retrieved September 2014, from What is

neuroplasticity?: www.whatisneuroplasticity.com

Nisen, M. (2014, February 24). Why Google doesn't care about hiring top college graduates.

Quartz.

Sutton, J. (2012, May). At the interface: An interview. The British Psychological Society, 25(5),

360-361. Retrieved from

http://www.neuroscience.cam.ac.uk/Uploads/TWRobbins_Interview_The%20Psychologi

st_25_5_2012.pdf

Willis, J. (2009). What you should know about your brain. Educational Leadership, 67(4).

Willis, J. (2014, April 13). Improving executive function: Teaching challenges and opportunities.

Edutopia, 1-3.

Willis, J. (2014, April 13). Three brain-based teaching strategies to build executive function in

students. Edutopia, 1-5.