Overview

This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge. Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

Full Product Details

Author:   Patricia F Murphy
Publisher:   Sage Publications Ltd
Imprint:   Sage Publications Ltd
Dimensions:   Width: 15.60cm , Height: 2.00cm , Length: 23.40cm
Weight:   0.750kg
ISBN:  

9781853964251

ISBN 10:   1853964255
Pages:   368
Publication Date:   28 December 1998
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Introduction - Patricia Murphy PART ONE: THINKING ABOUT LEARNING On Becoming Labelled - The Story of Adam - R P McDermott PART TWO: VIEWS OF THE MIND IMPLICATIONS FOR LEARNING AND ASSESSMENT Reconstructing Educational Psychology - Eric Bredo Is Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A Howe Making up the Mind - Oliver Sacks Cognitive Development through Social Interaction - Barbara Rogoff Vygotsky and Piaget Legitimate Peripheral Participation - Jean Lave and Etienne Wenger Assessment in Context - Howard Gardner Assessment, Learning Theories and Testing Systems - Paul Black Where Is the Mind? - Paul Cobb PART THREE: LEARNING AND ASSESSMENT CURRICULUM IMPLICATIONS Problem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et al The Case of Mathematics Assessment Issues in a Performance-Based Subject - Doune Macdonald and Ross Brooker A Case Study of Physical Education Outcomes, Competencies and Trainee-Centred Learning - Alison Wolf The Gap between Rhetoric and Reality Situated Learning and Transfer - Hans Gruber et al Implications for Teaching When Is Experiential Learning Not Experiential Learning? - Mike Wallace PART FOUR: LEARNING AND ASSESSMENT PROCESSES Design of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du Boulay Supporting Collaborative Learning - Patricia Murphy A Gender Dimension The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves Benett Cultural Bridging and Children′s Learning - Kathy Stredder with Karen Emmott and Chris Carpenter Anyone for Tennis? Social Class Differences in Children′s Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead Dunne Securing Conceptual Development in Workplaces - Stephen Billett and Judy Rose

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