Constructive‐development Theory as a Framework for Assessment in Higher Education

Abstract

ABSTRACT This paper examines the relevance of constructive‐developmental models, particularly Kegan's (1994) recent application and expansion of his earlier theory, to higher education's over‐arching aims for student learning and development. We describe why and how such theories might effectively be used to frame assessments, thus serving the goal of enhancing quality. We also explore ethical concerns associated with using development theory as a basis for educational assessment.