Abstract: This chapter discusses the inter-relationship of learning, achievement, and assessment in the world of education. It is a dynamic time for those involved in education. Theories of learning are rapidly changing and influencing conceptions of appropriate instruction. To understand the connectivity among learning, achievement, and assessment, various questions need to be answered. "What is the purpose of education?", "What is learning?", "What do we mean by assessment?", and "Are learning and achievement the same thing?". It is equally worthwhile to re-examine the issue of the purpose of assessments. The chapter provides some background and perspectives on these questions. It addresses three constructs in flux: learning, achievement, and assessment. The chapter is directed toward five objectives. First, a distinction is drawn between learning and achievement. Second, a conceptual definition of assessment is developed. Third, a new conceptualization of assessment is provided in which assessment is viewed as a special case of research design. Fourth, an organizing framework for assessment is provided. This framework attempts to illustrate the practical relationships between learning, achievement, and assessment. Finally, suggestions for the future interplay between learning, achievement, and assessment are provided.
Publication Year: 1996
Publication Date: 1996-01-01
Language: en
Type: book-chapter
Indexed In: ['crossref']
Access and Citation
Cited By Count: 49
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