New Insights Into Learning and Teaching and Their Implications for Assessment

Abstract

[First 3 para]Instruction, learning and assessment are inextricably related and their alignment has always been crucial for achieving the goals of education (Bigg, I999). This chapter examines the relationships among the three components —instruction, learning, and assessment - in view of the challenge that education is facing at the dawn of the 21st century. It also attempts to identity major intersections where research is needed to better understand the potential of assessment for improving leading. The chapter comprises three parts: theca first examines the assumptions underlying former and current perspectives on instruction, learning, and assessment (ILA). The second part describes a learning environment - an ILA culture - that illustrates the current perspective. The last part suggests new directions for research on assessment that is embedded in such a culture. Although the chapter is confined to instruction, learning, and assessment in higher education, much of what is discussed is relevant and applicable to all levels of education. The term assessment (without indication of a specific type) is used throughout the chapter to denote formative assessment, also known as classroom assessment or assessment for learning.