At the crossroad between behaviourism and cognitive constructivism

Many educationists recommend that learning objectives should be given in a behaviouristic way with directly observable actions. At the same time cognitive constructivism seems to be the preferred theory within the engineering educational community. There is no conflict in using a behavioural approach to assess final competences in a constructivist setting, but during an education we should evaluate the progress of the student’s learning.

One way could be to look at the student’s errors.