The following was a short response to Measurement, Magic, and Balance…
In a formal education context, assessment depends a lot on the written and taught curriculum. The syllabus should state what declarative and tacit knowledge is to be expected and how learners will be assessed. The balance between formative and summative assessment (heavier on the former than the latter) will determine how learners transform as they close the gap between where they currently are and the expectations articulated in the syllabus as to where they need to be. The educator and the learner work together to help close this gap by assuming different roles and actions as the learner becomes more interdependent and the educator becomes less needed over time. There is nothing magical about this; the balance is knowing how to apply formative and summative assessment in terms of learning what, how, why, when, where, and with whom about both declarative and tacit knowledge based on how they are presented in the syllabus.