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The curriculum-instruction-assessment triad
SourceEmpirical research in vocational education and training 4 (2012) 1, S. 5-25 ZDB
License of the document In copyright
Keywords (German)Kompetenzmessung; Lehr-Lern-Forschung; Lernumgebung; Didaktik; Curriculum; Unterricht; Kaufmännische Ausbildung; Unternehmer; E-Learning; Technologiebasiertes Testen; Item-Response-Theorie
sub-disciplineEmpirical Educational Research
Vocational Education and Training
Document typeArticle (journal)
Year of creation
review statusPublishing House Lectorship
Abstract (English):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. (DIPF/Orig.)
other articles of this journalEmpirical research in vocational education and training Jahr: 2012
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Checksumschecksum comparison as proof of integrity
Date of publication12.11.2013
CitationAchtenhagen, Frank: The curriculum-instruction-assessment triad - In: Empirical research in vocational education and training 4 (2012) 1, S. 5-25 - URN: urn:nbn:de:0111-opus-82563 - DOI: 10.25656/01:8256
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