Abstract
We can now get purposefully directed in the way we assess our learners in light of the emergence of evidence from the field of neuroscience. Why higher-order learning or abstract concepts need to be the focus in assessment is elaborated using the knowledge of semantic and episodic memories. With most of our learning identified to be implicit, why we should make use of the constructivist theory in assessing learners becomes quite evident. Why we need to deviate from setting assessment on the basis of veridical decision making and the need incline towards adaptive decision making become evident when we understand that most of our life decisions are adaptive in nature and human beings naturally possess creative instincts. When assessments are used to direct learners to use the frontal lobes, the organ of civilisation, more, the requirement of more carefully designing the timing component of assessment arises. After all, it is important to understand that enhancing learner consciousness and wisdom is key when we understand the prime goal of education is to enhance human development of learners so as to enable them to be better problem solvers.
Highlights
This paper is organised into two main parts: the first part introduces neuroscience-based concepts that relates to assessment while the second part explains how newly emerging neuroscience-based concepts can be used in setting up assessments appropriately, improving their validity
The need for assessments to focus on abstract concepts and higher-order learning and how these phenomena relate to semantic memory is discussed first in the second section
We have discussed a number of related concepts and practices we can utilise in assessments in order to improve the validity of our assessment tasks
Summary
This paper is organised into two main parts: the first part introduces neuroscience-based concepts that relates to assessment while the second part explains how newly emerging neuroscience-based concepts can be used in setting up assessments appropriately, improving their validity. The need for assessments to focus on abstract concepts and higher-order learning and how these phenomena relate to semantic memory is discussed first in the second section. A discussion on the significance of taking into consideration the constructivist theory and predominant implicit learning in constructing assessment is presented next. We elaborate on the need for assessment to focus on adaptive decision making ahead of veridical decision making. A section on the significance of timing factor in assessments that necessarily direct users to use the frontal cortex is followed by a discussion on the need to set assessments in a manner that they direct learners to enhance consciousness and wisdom
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