Aligning assessment, pedagogy and learning spaces: A rapid literature review

This paper aims to determine how assessment is aligned with pedagogy and learning spaces through a rapid literature review. This methodology speeds up the analysis of newly published data to identify and summarize available information regarding different approaches. The reviewed and analyzed literatures have highlighted the nature of various learning spaces. Pedagogical approaches were organized according to specific learning spaces. Assessment approaches were aligned to specific approaches. The findings showed that learning space is clearly defined apart from learning environment; physical, virtual and hybrid learning spaces were explained; and transforming schools into a venue for active learning spaces were expounded. Notably, literature showed that learning space is more specific than learning environment. It means a place where learning, related to curriculum implementation, takes place. Using various learning spaces has implications on teachers’ utilization of assessment as a tool for learning improvement. Creating active learning environment, as a learner-centered approach grounded on the constructivist theory, responds to the need of constructing knowledge which is focused on activities and strategies that foster higher-order thinking skills. It is recommended that schools must transform themselves from the traditionalist classrooms into dynamic and active learning spaces where learners are actively involved in the teaching and learning process. Schools’ transformation into active learning spaces would require the integration of key elements, such as: (a) active learning pedagogy; (b) active learning spaces; and, (c) activity-based assessment.