The more we try to measure, control, and pressure learning from without, the more we obstruct the tendencies of students to be actively involved and to participate in their own education. Not only does this result in a failure of students to absorb the cognitive agenda imparted by educators, but it also creates deleterious consequences for the affective agendas of schools [that is, how students feel about learning]. . . . Externally imposed evaluations, goals, rewards, and pressures seem to create a style of teaching and learning that is antithetical to quality learning outcomes in school, that is, learning characterized by durability, depth, and integration.