One graduate professor told a class psychological report as a requirement need not be taught to students. Knowing how to do it depends on student's initiative and resourcefulness. Is it?
There are two answers depending on the intent of the assessment.
The first answer is that if 'How to do it' is NOT an important assessible issue and the focus is on the content, then the 'how' should be taught explicitly or at the least a clear reference given for the preferred model.
The second answer is that if figuring out how to report effectively in any approriate format is an assessible issue and the focus is the process, then explain the criteria for a quality report and give exemplars, and let the students figure it out.
There are several theory that explain the difference between "Knows" and "Does". For example, you have Miller's pyramid, Bloom's taxonomy and others. In theory, you should, first, know (basic knowledge) and then does (performance). However, some studies show that it is possible to learn the content in an integrate form. For example, if students just answer question with high level of reasoning they will perform better on both type of questions. An example of that is in the article in titled: Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding at Educational Psychology Review June 2014, Volume 26, Issue 2, pp 307-329.
Further, the Does can be assess using MCQ'S as you will see in the article above.
You can have a look on PBL programs\literature as well, which are more focus on the top of the pyramid.
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