*Teaching Models IDENTIFIERS Authentic Assessment

This paper describes paradigms for research into school learning conducted at the primary/secondary and tertiary levels. Paradigms discussed include the Process-Product paradigm, the Mediating Process paradigm, the Classroom Ecology paradigm, J. Carroll's Model of School Learning, B. Bloom's Mastery Learning model, and the multilevel causal modeling of the 1980s. At the tertiary level, status attainment models describe processes by which family status and parent education are converted into occupational status through educational attainment. An emergent trend has been witnessed in integrating assessment and instruction for quality classroom processes and learning outcomes. This trend involves changing views of educational indicators and school improvement. development of a humanistic and constructivist curriculum theory and practice, and a shift toward meaningful and authentic measurement. I