Evaluation of Teaching, Learning, and Assessment Practices

An evaluation of practices in
teaching, learning and assessment
with reference to theoretical
perspectives

INTRODUCTION.......................................................................................................................................3
MAIN BODY..............................................................................................................................................3
CONCLUSION...........................................................................................................................................3
REFERNCES..............................................................................................................................................4

INTRODUCTION
In today’s educational system, there is tremendous increase in trend of digital learning
programs, which is ultimately lasting a positive impact on the process of learning and
motivation. Yet, in this case, there are two point of views from which this changing learning
process can be seen. This visualization process covers a very wide and broader view. This view
has two dimensions, as stated earlier. One is psychological processes that are situated under the
process of learning and on the other hand, the huge potential of benefits that this inclusion of
technology holds in the process of learning. This report attempts to describe both the
perspectives and to explain them for a better understanding, there are examples of two project
descriptions. In life of a human being, process of learning is started since birth and even before.
The main source of learning for children is the whole world around them. Day by day they can
count on wider sensor motor functions that open their cognitive development in new
ways(Appleyard and Appleyard, 2010).
In the period of their life that goes from few months to 3–4 years, the hands are fundamental in
conveying knowledge. A child points something and he/she handles, touches, tastes and
manipulates while understanding an object’s features and functions. The aim of this chapter is to
explore the principal approaches to the learning process from the cognitive one to the embodied
cognition through the constructivism. This theoretical excursus will lead us to describe two
projects we are involved in: the Block Magic project and the INF@NZIA DIGI.tales 3.6 project.
These projects have produced interesting educational applications that can help in enhancing
traditional educational materials to make them meet the technological challenge(Armitage and
et.al., 2016).
MAIN BODY
Learning can be explained as the process as the end result which is the permanent change
in the behavior of an individual. The main reason behind this change is the continuous practice
or experience. Learning is the continuous process for the whole life of human beings. It is a
ongoing process irrespective of age and stage of life. This learning process is similar in all types
of animals, even in human beings. In the category of human beings, development and learning
process is specifically connected to growth in cognitive, emotional and social segment. This
learning process is related to development of skills and aptitudes of human beings, this process is