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Learners, Learning & Assessment
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Learners, Learning & Assessment

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December 1998 | 368 pages | SAGE Publications Ltd
This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.

Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

Patricia Murphy
Introduction
 
PART ONE: THINKING ABOUT LEARNING
R P McDermott
On Becoming Labelled - The Story of Adam
 
PART TWO: VIEWS OF THE MIND
IMPLICATIONS FOR LEARNING AND ASSESSMENT  
Eric Bredo
Reconstructing Educational Psychology
John A Sloboda, Jane W Davidson and Michael J A Howe
Is Everyone Musical?
Oliver Sacks
Making up the Mind
Barbara Rogoff
Cognitive Development through Social Interaction
Vygotsky and Piaget  
Jean Lave and Etienne Wenger
Legitimate Peripheral Participation
Howard Gardner
Assessment in Context
Paul Black
Assessment, Learning Theories and Testing Systems
Paul Cobb
Where Is the Mind?
 
PART THREE: LEARNING AND ASSESSMENT
CURRICULUM IMPLICATIONS  
James Hiebert et al
Problem Solving as a Basis for Reform in Curriculum and Instruction
The Case of Mathematics  
Doune Macdonald and Ross Brooker
Assessment Issues in a Performance-Based Subject
A Case Study of Physical Education  
Alison Wolf
Outcomes, Competencies and Trainee-Centred Learning
The Gap between Rhetoric and Reality  
Hans Gruber et al
Situated Learning and Transfer
Implications for Teaching  
Mike Wallace
When Is Experiential Learning Not Experiential Learning?
 
PART FOUR: LEARNING AND ASSESSMENT PROCESSES
Sadhana Puntambekar and Benedict du Boulay
Design of MIST - A System To Help Students Develop Metacognition
Patricia Murphy
Supporting Collaborative Learning
A Gender Dimension  
Yves Benett
The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning
Kathy Stredder with Karen Emmott and Chris Carpenter
Cultural Bridging and Children's Learning
Barry Cooper and M[ac]air[ac]ead Dunne
Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing
Stephen Billett and Judy Rose
Securing Conceptual Development in Workplaces

Easy to follow text and clear ideas as to how to use in practice. A really accessible text.

Mrs Sandra Dawn Swinhoe
Education , Newcastle College
May 4, 2016

too academic an approach for the purpose intended. Good reference text for tutors and those wishing to delve more deeply into assessment. We wanted something more practical to relate theory and practice for trainees

Dr Sarah Askey
Education Deanery, Liverpool Hope University
June 29, 2015

i found this to be particularly difficult to read for my course. it contains lots of useful information but is quite difficult to process the information. the explanations are quite complicated but aspects of the content are good.

Miss Lisa Holland
Education , Tameside College
January 11, 2014

This is a well written text and it is presented in a logical format. A number of the chapters fit very nicely into the themes and contexts of our level seven qualification.

Mr Derek Allford
Learning Centre, Business To Business (B2B)
March 9, 2012

A good book for assessment. It is an essential read for both students and teachers.

Dr Seidu Salifu
Teacher Training, NESCOT
October 12, 2011

A book written for new and existing teachers or assessors. It is easy to read and understand and encourages teachers to use different forms of assessments to assist their learners in achieving their goals.

Mrs Cheryl Hine
Teacher Training, Leeds City College
September 23, 2011

The book will be valuable for the thrid year students who wish to look at types of assessment methods for thierrdissertation. It is a informative book with plently of areas to develop further and an excellent book. I will also be recommending to the PGCE students as they will benefit from the information within.

Mrs Kat Culshaw
Education , East Lancashire Institute of HE at Blackburn
August 11, 2011

The chapters on the Curriculum and Assessment and Learning are useful. The second section is much too indepth for first degree Curriculum Studies students' needs.

Dr Denise Mitchell
BEd primary, Stranmillis University College
September 7, 2010

Highly recommended. Supports undergraduate and postgraduate students to develop their understanding around a wide range of issues. So, delighted have recommend this text to colleague responsible for another (post grad) course.

Jane Jackson
Educational Psychology , The Open University
February 25, 2010

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