Mediating knowledge construction: Towards a dynamic model of assessment and learning

Abstract

AbstractIn the United States the extent of the need for new thinking and new approaches to all of education is underscored by the prevalence of inadequate student achievement and preparation across the nation. In the most recent National Assessment of Educational Progress (NAEP), 68 per cent of the nation’s 4th graders scored below proficient in reading (US Department of Education, 2001a) and 74 per cent scored below proficient in math (US Department of Education, 2001b) – with higher rates of failure among Latino and Black students, students in inner cities, and students living in poverty. In response to these kinds of results, and the emergence of a knowledge economy, the National Education Goals Panel (1991) have long called for ‘fundamental changes in our education system [to enable people] to think for a living, adapt to changing environments [and] continually learn and develop new skills’ (p.1). When fields are in crisis – as for many is the case with education – philosophers of science advocate an examination of their underlying paradigms. The aim is to rethink premises that may enable scientists and practitioners to ask new questions, construct new theories, design, implement and research new programmes, and achieve better results. This paper presents one attempt to do that in education. It draws principally on advances in the cognitive and learning sciences to secure a philosophical paradigm and a theoretical foundation to guide the efforts of programme developers, educators, parents, administrators and policy makers to help all students achieve higher academic standards while learning how to learn.