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Beyond 'driving': The relationship between assessment, performance and learning.

Ian M Scott1

  • 1Centre for Health Education Scholarship, The University of British Columbia, Vancouver, British Columbia, Canada.

Medical Education
|August 28, 2019
PubMed
Summary
This summary is machine-generated.

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The common phrase "assessment drives learning" is often a myth, as assessments can encourage performance rather than genuine learning. Educators must align assessments with learning goals to foster actual educational development.

Area of Science:

  • Educational Psychology
  • Curriculum Development
  • Assessment Theory

Background:

  • Student responses to assessments are often viewed as indicators of learning but may represent performance.
  • Assessment drives learning only when responses align with stable, lasting changes in knowledge or skills.
  • Misalignment can occur when assessments promote activities like cramming or impression management, leading to performance rather than learning.

Purpose of the Study:

  • To critically examine the assertion that assessment drives learning.
  • To differentiate between assessment as a driver of learning and assessment as a driver of performance.
  • To guide educators in aligning assessment and curriculum to support genuine learning outcomes.

Main Methods:

  • Conceptual analysis of the relationship between assessment and learning.

Related Experiment Videos

  • Examination of how assessment design influences student behavior and outcomes.
  • Discussion of the role of institutional and curricular factors in assessment alignment.

    • Main Results:

    • The statement 'assessment drives learning' is frequently a myth, as assessments can inadvertently foster performance over deep learning.
    • Current assessment practices may encourage superficial engagement, such as cramming and impression management.
    • Alignment between assessment, curriculum, and student actions is crucial for assessment to effectively drive learning.

    Conclusions:

    • The assumption that all assessments inherently drive learning is often inaccurate.
    • Educators must actively work to transform the myth of 'assessment drives learning' into a reality.
    • Realigning curricula and assessment strategies is essential to ensure they support desired learning outcomes and student development.