Congruence of teaching, learning, assessment and evaluation

Aspects of teaching, assessment and evaluation practices are generally considered in curriculum development. With the current trend towards making learning or 'what the student does' the focus of a curriculum, identification of the congruence of teaching, learning and assessment processes would help in determining what can or cannot be achieved in a particular educational environment. Based on the congruence model, more realistic aims and strategies can be developed for a unit or course. This paper looks at an idealistic model and a realistic model of congruence, and the role of evaluation in helping to reduce the difference between the two models.