Assessment activities in my undergraduate computer courses tends to follow the Associative Perspective primarily. Those students are experiencing learning as acquiring competence through building progressively complex actions from component skills. We start with basics, then proceed to more complex topics and functions that are based on the primary skills. The major focus is knowledge and skills acquisition, and the assessments are focused on testing the knowledge level or demonstrating the skills.
Assessments I have experienced in my doctoral program have been more constructivist and social constructivist. The focus has been on self-reflection and peer-feedback.
Assessment that is required for my staff (in the form of annual reviews) is situative. We review feedback from our clients, review actual projects and cases, and set goals for the coming period.
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