Assessment of Learning Progression in View of Learning Theories

This study aims to investigate how the progression of learning and its applications in higher education can be assessed in terms of cognitive learning theory and sociocultural learning theory. Based on these two perspectives, learning is expected to occur stepwise with the help ofcoordinated planning for progression. Further, progression in learning means that knowledge, subject competence, skills, and expertise should be able to build on what the teacher already knows about the student’s previous knowledge and skills, either in the form of the student’s current cognitive level or learning development zone. The assessment of learning progression based on sociocultural learning theory may be implemented with the help of a formative assessment. However, the progression of learning based on cognitivism/constructivism can be assessed using taxonomies as assessment schemes.