The purpose of part IV is to describe some of the important issues involved in assessing schema knowledge. The primary focus is on assessing learning that accrues from schema-based instruction. In its simplest form, the argument presented here states that there should be a common theory governing instruction, the learning that occurs as a result of the instruction, and the assessment of the learning. I propose that schema theory uniquely provides the needed framework for all three.

Instruction and learning from instruction have been the topics of the previous two parts. Now, the focus shifts to issues of assessment. To some degree, the ideas offered here have already been introduced, because it has been impossible to discuss the evaluation of learning from schema-based assessment without delving into some of the assessment questions and techniques. These issues are elaborated more fully here.

The two chapters of part IV describe the theory and practice of schema-based assessment. Chapter 10 looks at the theoretical issues that accompany schema-based assessment. Chapter 11 describes assessment as it is performed in SPS and PSE, pointing out how the theory can be put into practice and examining some of the unique features of the evaluation in these systems.