While our primary assessment focus lies in the transformations presently happening on the graduate level due to the fact that our students are pursuing their masters of arts in teaching degrees, what our department is actually facilitating is advancement in the use of educational technologies on the primary and secondary school levels.   What we do in the online or face-to-face graduate classroom is naturally transformative of the more generalized educational environments in elementary, middle, and high schools.  Furthermore, these educational environments that are geared for youth are experiencing a makeover of another sort that has manifested itself in the rise of constructivist methodology, which presently applies andragogical educational methods to children. Malcolm Knowles, the father of American andragogy,[3] stated that the only drawback to using andragogical methods with children is that children have a limited understanding of the world and fewer reference points that they might bring to their own learning initiatives.[4]  Aside from this, the conjunction of constructivism with educational technologies is a pretty explosive new paradigm for teaching and learning – on all educational levels – and because of that our assessment methods in higher education should take into consideration the modeling that we are doing for teachers at different levels.  Our idea is that if we are using andragogical principles to teach our students, then, the way we assess them should rest not on pedagogical methods designed to determine individual retention but on andragogical methods designed to determine social application. Continue