eng Science and Education Publishing American Journal of Educational Research 2327-6150 2016-06-18 4 9 695 700 10.12691/education-4-9-9 EDUCATION2016499 article Agaton P. Pattalitan Jr. docagapattalitanjr@gmail.com 1 Secondary Education Department, College of Teacher Education, Quirino State University, Main Campus Learning theories, which provide a profound coherence and understanding in changing teaching practices and standards, are imperative to the choice and employment of assessment and instructional scaffolding techniques. The paradigm shift of assessment 'of' learning to assessment 'for' learning has brought diversity to educational practice especially in the propagation of creativity and critical thinking among students. Faculty members are to embrace this challenge of systematization of assessment and instructional scaffolding techniques if they are committed to effective teaching and learning. Hence, they need to extend feedback and feed-forward mechanisms and model situations for the learners to engage in appropriate action which lead them to the closure of the gap between current and good performance. http://pubs.sciepub.com/education/4/9/9/education-4-9-9.pdf learning theories assessment assessment for learning assessment as learning assessment of learning instructional scaffolding