Kathleen Taylor

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

ABSTRACT This paper examines the relevance of constructive‐developmental models, particularly Kegans (1994) recent application and expansion of his earlier theory, to higher educations 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.

Why Psychological Models of Adult Development are Important for the Practice of Adult Education: A Response to Courtenay:

In an article which questions the value of adult development theory to adult educators, Courtenay claims that the literature is ambiguous about the goals of development, misguidedly equates normalcy with growth and development with worthiness, and is unacceptably vague in its descriptions of the characteristics of higher stages of development. This article examines and responds to these objections and maintains that constructive developmental models, in particular, provide an important framework for understanding and supporting adults in the process of growth and change that education often engenders. Furthermore, teaching development theory to developing adults offers them a valuable tool for self-discovery which can enhance and encourage their journey of transition and transformation.