Assessment is used to determine whether or not a learner has met the learning objectives. There are two types of assessment:

Reasoning for Assessment

According to constructivist thinking, learning takes places when the learner constructs new ideas or concepts from their current knowledge. The self-assessment, the rhetorical questions, and any job aides provides are intended to foster critical thinking and encourage connections to other similar topics or to knowledge that students may already possess. In other words, the content provided through this resource is meant to, first, fulfill a student’s immediate information need, but also present a model of instruction that hopes to stimulate interest by giving students control over how they learn.

How Learners Will Engage with Assessment

Since this is a self-guided resource, students are in charge of how they approach the topics presented and in what order, and thus, self-assessment is the most appropriate way to provide feedback. After each absorb activity, students are able to take a quiz (do activity) that will give them feedback for each of the questions answered. Whether they answered correctly (green boxes below) or incorrectly (red boxes below), the feedback encourages students to think about their answers and the reasoning behind them, and presents other ideas and concepts they should be thinking about. In a similar manner, the connect activities are meant to continue that self-exploration by providing additional questions and related topics.