Assessment of learners in a constructivist learning environment

Assessment is an integral part of any learning process. Assessment should be on going as it is a critical part of learning. Without assessment, students may be working through a variety of meaningful activities, but they may not be asked to reflect on, and therefore evaluate, what they have learned. The fourth guiding principle of National Curriculum Framework (2005) proposes for making examinations more flexible and integrating them with classroom life. A good assessment should become an integral part of learning process and benefit both the learners and all stakeholders of educational system by giving credible feedback. The focus of learning is shifted from the structured teaching of the teacher to learners’ construction of their own knowledge, which is grounded in the constructivist view of learning. Hence, the assessment process of the learners needs to be changed accordingly. The purpose of this article is to describe about the assessment oflearners in aconstructivist learning environment. The assessment process in a constructivist learning environment should be such that learners will have an opportunity to learn even during assessment. Learners who have been engaged to construct new knowledge are expected to learn more during assessment. Based on this assumption the author tries to highlight some of the methodologies of assessment in a constructivist learning environment such as Formative assessment, Portfolio assessment, Self-assessment, Peer-assessment, Collaborative assessment, use of Rubrics, and Concept Mapping.