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This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative
assessment, taxonomies, peer learning and educational policy as regards promoting the learning of engineering is discussed. It is suggested that an integrated learning method in which cognitive levels, social factors and teamwork and behaviouristic elements are integrated will optimise the
learning process on an engineering course. Moreover, assessment of learning should not be isolated from views of teaching and the learning methods employed by the university teacher.