Aligning assessment, pedagogy and learning spaces: A rapid literature review
Alberto A. Rico, Maria Christina F. Bagundol & Democrito D. Juyamao, Jr.
Abstract
This paper aims to determine how assessment is aligned with pedagogy and learning spaces through a rapid literature review. This methodology facilitates the analysis of newly published data to identify and summarize available information regarding different approaches. The reviewed and analyzed literature highlighted the nature of various learning spaces. Pedagogical approaches were organized according to specific learning spaces, while assessment approaches were aligned with these pedagogical approaches. The findings showed that learning space is clearly defined as distinct from the learning environment; physical, virtual, and hybrid learning spaces were explained; and the transformation of schools into venues for active learning spaces was expounded. Notably, the literature showed that a learning space is more specific than a learning environment. It refers to a place where learning related to curriculum implementation takes place. The use of various learning spaces has implications for teachers’ utilization of assessment as a tool for learning improvement. Creating an active learning environment, a learner-centered approach grounded in constructivist theory, responds to the need for knowledge construction by focusing on activities and strategies that foster higher-order thinking skills. It is recommended that schools transform themselves from traditional classrooms into dynamic and active learning spaces where learners are actively involved in the teaching and learning process. Such transformation would require the integration of key elements, namely: (a) active learning pedagogy; (b) active learning spaces; and (c) activity-based assessment.
Keywords
educational assessment, teaching and learning, learning environment, student-centered learning, classroom environment, education research
Author information & Contribution
Alberto A. Rico. Corresponding author. Doctor of Philosophy in Educational Management. Head, Bachelor in Elementary Education Program, College of Education, STI West Negros University. Email: rico.aa@pnu.edu.ph
Maria Christina F. Bagundol. Doctor of Philosophy in Management. Fulltime Faculty member, College of Education and the School of Graduate Studies, STI West Negros University. Email: mbagundol2015@gmail.com
Democrito D. Juyamao, Jr. Doctor of Philosophy in Educational Management. Fulltime Faculty member, College of Education, STI West Negros University of the College of Education. Email: dhemsjuyamao@yahoo.com
"Dr. Alberto A. Rico, as the main author, conceptualized the study, finalized the research framework, and prepared the initial draft of the manuscript. Co-authors Dr. Maria Christina F. Bagundol and Dr. Democrito D. Juyamao Jr. reviewed the initial draft and revised the manuscript. All authors contributed to the writing of the final version of the manuscript."
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was not supported by any funding.
Declaration
AI tools were not used in writing this paper.
Notes
This paper has been presented in the 3rd International Conference on Management, Education & Innovation (ICMEI) held at STI West Negros University.
Acknowledgement
The researchers sincerely thank STI West Negros University for its unwavering support in research and academic excellence. They also appreciate the College of Criminal Justice Education, STI West Negros University and the working committee of the 3rd International Conference on Management, Education & Innovation (ICMEI) for enabling research presentation, collaboration, and dissemination.
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Cite this article:
Rico, A.A., Bagundol, MC.F. & Juyamao, Jr., D.D. (2026). Aligning assessment, pedagogy and learning spaces: A rapid literature review. Management, Education & Innovation Review, 3(1), 160-180. https://doi.org/10.53378/meir.208
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