Abstract

The two main learning theories currently in vogue, are constructive and social constructivist theories which focus both on the individual and independent construction of knowledge of each learner, and on the interdependence of socially constructed understandings. The interdependence of socially constructed understandings is not static or fixed. Knowledge co-construction is an ever-changing, context-influenced, amorphous entity. This is changed by and changes individual constructs and thus both develop each other and benefit from each other. This follows that both individual and shared understandings are essential in order to support learners. In the context of Higher Education, and through linking assessment theories to learning theories, this paper examines possible ways in which we may create both individual and communal understandings of learning and assessment processes for the mutual benefit of our students and tutors. To begin with the paper will evaluate how the learning and assessment theories interrelate, secondly, how these will influence the learning and teaching processes, and thirdly, the challenges these present to the status quo. Challenging the status quo is not as simple as it sounds. Building up good practices which satisfies students and tutors equally is extremely difficult partly because of our individual and communal preconceived ideas. One challenging impediment to change is overcoming our preconceptions and accepting new paradigms and ways of thinking. In this paper, this challenge is essentially linked to theories and practices of assessment which have fallen behind developments and realities of learning and teaching theories and practices