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.
PART ONE: THINKING ABOUT LEARNING
R P McDermott
On Becoming Labelled - The Story of Adam
PART TWO: VIEWS OF THE MIND
Reconstructing Educational Psychology
John A Sloboda, Jane W Davidson and Michael J A Howe
Is Everyone Musical?
Making up the Mind
Cognitive Development through Social Interaction
Jean Lave and Etienne Wenger
Legitimate Peripheral Participation
Assessment in Context
Assessment, Learning Theories and Testing Systems
Where Is the Mind?
PART THREE: LEARNING AND ASSESSMENT
James Hiebert et al
Problem Solving as a Basis for Reform in Curriculum and Instruction
Doune Macdonald and Ross Brooker
Assessment Issues in a Performance-Based Subject
Outcomes, Competencies and Trainee-Centred Learning
Hans Gruber et al
Situated Learning and Transfer
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
Supporting Collaborative Learning
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