“Contemporary socio-cognitive theory focuses more attention on an individual's ability to face and negotiate obstacles in their environment than on the talent to solve abstract and decontextualized problems . problems on a standardized test” (Kincheloe, 10). According to researcher and activist Joe Kincheloe, who helped shape the ideology of Paulo and Nita Freire's International Critical Pedagogy Project, the effective use of selected response assessment requires understanding and appreciating students and the experiences they they bring into the learning environment. With the lens of teaching and learning for social justice grounded in Kincheloe's critical pedagogy of analyzing power and justice, preparing a project, selecting specific material to evaluate, and constructing evidence from propositions can go beyond a simple “meet the requirement” formality. According to researcher and professor Richard Stiggins, when a teacher needs efficiency, the evaluation of the selected answer is relevant, however focus on the needs of the students, critically follow the three phases of development of the assessment and involving students in assessment development process become crucial to the success of the assessment of the selected response (Stiggins, 98). It will provide guidance to teachers in formulating test questions, but more importantly, if shared with students before instruction is provided, it will clarify performance expectations. Therefore, both teachers and students can be held accountable for student success, making the learning experience more collaborative. The middle portion of the paper helps students “interpret and reconceptualize the world around them and their relationship to it” (Kincheloe, 4). As teachers help students understand that “they are “relational beings” and that who they are cannot be separated from the context in which they operate,” thoughtful and critical analyzes of the three phases in assessment development will aim to meet students' needs and involve them. in active learning instead of developing simple test questions. Works Cited Kincheloe, Joe L. and Kecia Hayes. “City kids: not the kind of students you want to teach.” Teaching city children: understanding and appreciating them. New York: Peter Lang, 2007. 3-38. Print.Stiggins, Richard J.. “Selected Response Evaluation.” An introduction to assessing student engagement for learning. 5th ed. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2008. 97-129. Press.