We are asked to address if we think that the pyramid diagrammed above aptly displays the inter-dependent relationship between instruction, assessment, and learning goals (as written in the book, or content standards here...which in the current system is synonymous with learning goals). I agree with Brookhart that the model is a bit too simplistic to be carried too far, but the basic idea is good. One often things of the counter-clockwise path around the triangle -- learning goals --> instructions --> assessment. However, I like that this graphic reminds me that the learning goals should inform the assessment directly, too. For example, if I are wanting students to apply a mathematics topic but most of the questions I write are memory/recall, I have not assessed students based on the original goals. Additionally, I find it a good reminder that the assessment also returns to inform the instruction and the learning goals. It is not the end of the line of the students' learning. So, yes, I will keep this in mind as I think about assessing my students so that I know that my planning of their learning is inter-connected and balanced.
