Constructivism in an Age of Non-Constructivist Assessments

I'm reading a book called Constructivist Instruction: Success or Failure edited by by Sigmund Tobias and Thomas Duffy. It is like a debate in a book format. Different sets of authors present their case in a chapter and then those of the opposing viewpoint ask them questions in which the authors of the chapter respond.

Tonight I read an interesting chapter entitled Constructivism in an Age of Non-Constructivist Assessments by Daniel Schwartz, Rob Lindgren, and Sarah Lewis. One of the quotes I want to hang onto was, "Does instruction prepare learners to construct knowledge once we no longer orchestrate specific instructional conditions to target specific learning mechanisms and outcomes?"