The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques

Agaton P. Pattalitan Jr.^1,

¹Secondary Education Department, College of Teacher Education, Quirino State University, Main Campus

Cite this paper:
Agaton P. Pattalitan Jr.. The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques. American Journal of Educational Research. 2016; 4(9):695-700. doi: 10.12691/education-4-9-9

Abstract

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.

Keywords:
learning theories assessment assessment for learning assessment as learning assessment of learning instructional scaffolding

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