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Empirical Research in Vocational Education and Training
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The curriculum-instruction-assessment triad

Empirical Research in Vocational Education and Training volume 4, pages 5–25 (2012)Cite this article

Abstract

International experiences demonstrate that different research traditions lead to different strategies to explain and to develop educational progress. There is a European tradition which focusses for the curriculum and instruction domains on a subject-didactical endeavor, but does not develop comparably an assessment culture. On the other hand we find a mainly US-american dominated tradition (also strongly supported by psychology) which foster the assessment domain under a neglect of content and teaching/learning conditions. By pointing out the mutual dependency of curriculum, instruction and assessment — as it is expressed by the triad metaphor — the necessity is underlined to develop consequently, simultaneously and co-ordinatedly the dimensions of curriculum, instruction and assessment with their interdependency. Necessity and advantages of this approach are worked out.

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Authors and Affiliations

  1. Institute for Human Resource Education and Management, Georg-August-University, Göttingen, Germany

    Frank Achtenhagen (Professur für Wirtschaftspädagogik)

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  1. Frank Achtenhagen
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Correspondence to Frank Achtenhagen.

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Achtenhagen, F. The curriculum-instruction-assessment triad. Empirical Res Voc Ed Train 4, 5–25 (2012). https://doi.org/10.1007/BF03546504

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