adolescent literacy chapters 4 & 15

When I read chapter 4, I was immediately struck by the gap between what we know students need and the current state of legislated curriculum. I was intrigued by Keene's term, "curriculum obsesity" because it is representative of the frustrations that I have heard from many teachers. With core content and programs of studies strictly enforcing what and when a subject will be taught, it is no wonder that teacher have frustration with feeling that they have to move on even when they feel that their classes have not learned a concept. Taking into consideration what Keene calls the "dimensions of understanding," much of which seemed very familiar to how I internalize learning, teachers simply do not have time with their obese curriculums for properly assess this level of learning. And if so, just how are teacher to assess deep learning under these conditions?