Learning : Assessment : Guidance

While it is obviously impossible to measure a construct as broad and ambiguous as learning, my interest in the connection between learning, assessment, and guidance lies in the interative nature of these three phenomena. Each phenomenon (or some specfic, measurable aspect of that phenomenon) has an effect on each of the others, and all three can occur almost simulatneously within a given learning sequence. I am interested in tightening the "learning, assesment, guidance loop" in such a way so that assessment and guidance become a more integral part of the learning process, as oppposed to (potential) cognitive inhibitors.

In other words, I see the potential for technology to allow for sophisticated unobstructive real-time measurement of the processes of human learning. These measures can provide robust data to guidance systems allowing for real-time asssesment decisions to be made by these intelligent systems. Essentially, learning and assessment would become synchronous.