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Many teachers and experts question about which innovations should be retained as valid from the educational emergency phase and how to stimulate further changes. Expectations are particularly high and are in particular related to assessment, whether at home or at school, with or without internet access. Is it possible to ensure fair assessment and prevent cheating when exams are open book and internet access is allowed? Is it possible to rethink national exams, such as the graduation after secondary schooling, in Italy and worldwide? Are these high stakes exams, with a high impact in terms of relevance for further studies? What would be the implications for students and their learning? [ABSTRACT FROM AUTHOR]

Tests and exams are a source of stress for many students. High school teacher Jacob Wells has found that he can alleviate some of that stress by allowing students to weigh in on when their assessments are scheduled. He describes why this has been helpful and shares some of the parameters that have made it feasible. [ABSTRACT FROM AUTHOR]

Practice mental math [ABSTRACT FROM PUBLISHER]

Don't pull an all-nighter [ABSTRACT FROM PUBLISHER]