James, M. (2006). Assessment, Teaching and Theories of Learning. Assessment and Learning, 47-60.
Keywords:
assessment, learning, theory
Abstract:
In this chapter, James considers the relationship between assessment practice and the ways in which the processes and outcomes of learning are understood. Three theories of learning models are discussed: behaviourist (Pavlov, James Watson, B.F. Skinner, Thorndike), cognitive/constructivist (Chomsky, Simon, Bruner), and situated/socio-cultural/activist (William James, John Dewey, George Herbert Mead). The chapter concludes with a discussion about the feasibility of eclectic and synthetic models of assessment.
Relevance:
Comes down to questions of value to the teacher for decisions about assessment practices for preferred learning outcomes.
Quotes:
“…the learning outcomes of most value to enable human flourishing – as citizens, as workers, as family and community members and as fulfilled individuals – are those that enable them to continue learning, when and where required…”
“There is a need, therefore, for teachers to have a view about the kinds of learning that are most valuable for their students and to choose and develop approaches to teaching and assessment accordingly.” (3)
“Learning involves participation and what is learned is not necessarily the property of an individual but shared within the social group, hence the concept of ‘distributed cognition’ (Salomon, 1993) in which collective knowledge of the group, community or organization is regarded as greater that the sum of the knowledge of individuals.” (10)
“Moreover, if a key goal of learning is to build learning identities then students’ own self-assessments must be central.” (11)