Reflecting on learner assessments and their validity in the presence of emerging evidence from neuroscience

We can now get purposefully directed in the way we assess our learners in light of the emergence of evidence from the field of neuroscience. Why higher-order learning or abstract concepts need to be the focus in assessment is elaborated using the knowledge of semantic and episodic memories. With most of our learning identified to be implicit, why we should make use of the constructivist theory in assessing learners becomes quite evident. Why we need to deviate from setting assessment on the basis of veridical decision making and the need incline towards adaptive decision making become evident when we understand that most of our life decisions are adaptive in nature and human beings naturally possess creative instincts. When assessments are used to direct learners to use the frontal lobes, the organ of civilisation, more, the requirement of more carefully designing the timing component of assessment arises. After all, it is important to understand that enhancing learner consciousness and wisdom is key when we understand the prime goal of education is to enhance human development of learners so as to enable them to be better problem solvers.