Beyond Alignment: Assessment at the Intersection of Constructiveness, Accountability, and Tacit–Explicit Knowledge Dynamics

Description

This discussion focuses on assessment policy input regarding three propositions for integrating constructiveness, accountability, and tacit–explicit knowledge dynamics into assessment design at both program and course levels. Constructive alignment, a widely used framework, aligns learning outcomes, instructional activities, and assessment tasks, promoting active student engagement with both explicit knowledge (formal, codified learning) and tacit knowledge (informal, experiential understanding). While alignment is crucial for assessment validity, the "constructive" element remains conceptual in practice, particularly in assessment design. The discussion stresses the need to intentionally integrate both alignment and constructiveness to enhance curriculum development and deepen student engagement. Moreover, higher education has traditionally emphasized explicit knowledge transfer, often neglecting tacit knowledge and the development of students' evaluative skills. Participants are invited to explore perspectives from various stakeholders to discuss how self-regulatory practices, such as self-assessment and self-feedback, can help students navigate complex, real-world environments beyond formal education. Tacit knowledge is central to criterion knowledge—the ability to make informed evaluative judgments. Assessment designs should encourage the integration of both tacit and explicit knowledge. The discussion invites participants to experience holistic assessment, which evaluates quality interactively by blending these knowledge types, is seen as a promising approach to fostering adaptive expertise and meaningful learning.

Period	6 Nov 2025
Event title	AEA Europe Conference 2025: Designing tomorrow’s assessment landscape for positive impact on learning
Event type	Conference
Location	Den Haag, NetherlandsShow on map
Degree of Recognition	International