This matter of expectation is difficult to overcome. Using a direct question to discover what a child thinks and feels may or may not elicit a truthful reply. This does not mean that direct questioning can not be used or that the results cannot be noted. It does mean that other methods also have to be used, since it is impossible for a child to keep up a continuous pretence over a period of time. However, attitudes and values can change, so a teacher might be interested in short, medium, and long term assessment.
Teachers can expect to have an short or medium term effect over the schooling years of a child.
The long term impact, when the teacher or school is no longer able to influence students directly, is uncertain. There is no point, then, in considering assessment over the long term. Follow-up is interesting, but the validity of assessing the continuing impact of past teaching is very suspect, since students are subject to other influences in later years. No method of assessment can readily separate the effect of past and current learning and teaching. Teachers must realize that all students have values on entering the classroom.