We often think of learning in individualistic terms. The student cognizes in their brain and performs some solitary task to demonstrate learning. For this work, they receive an individual assessment. These assumptions and practices are common regardless of how student-centered the teacher is (Barr & Tagg, 1995). But the hyper-individualized model does not accurately portray the way humans learn or reflect many authentic implementations of learning. We therefore need not let this notion guide our teaching or assessment practices.
