Linking learning with assessment

People are curious about how they learn. Researchers are continually trying to understand more about how the learning process happens. As a result, there are many theories (ideas) about learning. Different theories highlight different aspects of a complex learning process. We can thus deepen our own understanding by considering different theories, and thinking about their implications for our own teaching and learning.

This table give 4 different ideas about learning. For each one, some of the implications for learning and assessment are listed.

Theory	Knowledge is constructed. Learning is a process of creating personal meaning from new information and prior knowledge
Implication for learning and assessment	encourage discussion of new ideas encourage divergent thinking, multiple solutions, not just one right answer encourage multiple modes of expression, for example, role play, simulations, debates emphasise critical thinking skills: analyse, compare, generalise, predict, hypothesise relate new information to personal experience (contextualise), prior knowledge apply information to a new situation.
Theory	All ages / abilities can think and solve problems. Learning is not necessarily a linear progression of discrete skills
Implication for learning and assessment	engage all learners in problem solving don't make problem solving, critical thinking, or discussion of concepts dependent on the mastery of routine basic skills.
Theory	There is a great variety in learning styles, attention spans, memory, developmental paces, and intelligences
Implication for learning and assessment	provide choices in tasks (not all reading and writing) provide choices in how to show mastery competence provide time to think about and do assignments don't overuse timed tests provide opportunity to revise and rethink include concrete experiences
Theory	Learners perform better when they know the goal, see models, know how their performance compares to the expectations
Implication for learning and assessment	discuss goals; let learners help define them (personal and class goals) provide a range of examples of learners' work - discuss characteristics provide learners with opportunities for self-assessment and peer assessment discuss criteria for assessment allow learners to have input into assessment rubrics / standards