We may not take time to be sure the symbols we are using have the same meaning for both the sender and receiver. Or we may not take time to clarify the interpersonal dynamics of the situation, leaving the message receiver too vulnerable to hear or act on the message. Or we might fail to see that sender and receivers value differently the different forms of academic achievement and are incorrectly assuming that it is their vision that is being reflected we can prevent these problems only by devoting the time needed to address both the achievement and the interpersonal dynamics of the assessment, evaluation, and communication context.

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