An Analysis of Teaching, Learning, and Assessment in Education

This report delves into the critical aspects of teaching, learning, and assessment within the education and training sector, focusing on the specialism of 'Business Management.' It analyzes the roles and responsibilities of educators, along with the relevant legislations and codes of practice. The report examines the relationships and boundaries between teaching roles and other professional roles, describing referral points for meeting learners' needs and the use of initial and diagnostic assessments in setting learning goals. It emphasizes the importance of understanding and meeting individual learner requirements, adapting teaching plans, promoting appropriate behavior and equality, and utilizing various assessment types. Furthermore, the report evaluates the effectiveness of teaching approaches, communication methods, and resources, and reviews personal practices in planning, delivering, and assessing inclusive teaching and learning, while also identifying areas for improvement. This document is available on Desklib, a platform offering AI-based study tools and a wide range of academic resources for students.

Teaching Learning
and Assessment in
Education and
Training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK A...........................................................................................................................................1
1.1 Analysis of roles along with responsibilities within education and training........................1
1.2 Summarising key aspects together with legislations, codes of practice addition to
regulatory requirements concerned with roles and responsibilities............................................2
1.3 Analysis of relationships as well as boundaries between teaching role addition to other
professional roles........................................................................................................................2
1.4 Description of referral points for meeting needs of learners................................................3
2.2 Analysing role addition to use of initial and diagnostic assessment in agreeing learning
goals of individual ......................................................................................................................3
TASK B...........................................................................................................................................4
2.1 Importance to determine and meet the individual requirements of learners.........................4
3.3 Explanation of how own planning meets individual needs of learners.................................4
3.4 Explanation of measures in which teaching and learning plans can be adapted to meet
individual needs of learners........................................................................................................4
4.1 Explanation of why it is essential to promote appropriate behaviour and respect for others
.....................................................................................................................................................5
4.2 Explanation of measures to promote equality and value diversity.......................................5
6.1 Explanation of purposes and types of assessment used in education and training...............5
TASK C ..........................................................................................................................................6
2.3 use methods of initial and diagnostic assessment to agree individual learning goals with
learners .......................................................................................................................................6
2.4 record learners’ Individual learning goals. ...........................................................................6
3.1 devise a scheme of work in accordance with internal and external requirements ...............6
3.2 design teaching and learning plans which respond to: .........................................................7
3.5 identified opportunities for learners to provide feedback to inform inclusive practice .......9
4.3 established and sustained a safe, inclusive learning environment .......................................9
5.4 use inclusive teaching and learning approaches and resources, including technologies to
meet the individual needs of learners........................................................................................10

5.5 demonstrated ways to promote equality and value diversity in own teaching ...................10
5.6 adapted teaching and learning approaches and resources, including technologies to meet
the individual needs of learners ................................................................................................10
5.7 communicated with learners and learning professionals to meet individual learning needs
...................................................................................................................................................10
6.3 used types and methods of assessment, including peer and self-assessment to:.................10
6.4 used questioning and feedback to contribute to the assessment process ...........................11
6.5 recorded the outcomes of assessments to meet internal and external requirements...........11
6.6 Communicated assessment information to other professionals with an interest in learner
achievement...............................................................................................................................11
7.2 Applied minimum core elements in planning, delivering and assessing inclusive teaching
and learning...............................................................................................................................11
TASK D ........................................................................................................................................12
5.1 The effectiveness of teaching and learning approaches in relation to meeting the
individual needs of learners. ....................................................................................................12
5.2 analyse benefits and limitations of communication methods and media used in own area of
specialism..................................................................................................................................12
5.3 analyse the effectiveness of resources used in own area of specialism in relation to
meeting the individual needs of learners .................................................................................12
7.1 ways in which minimum core elements can be demonstrated in planning, delivering and
assessing inclusive teaching and learning.................................................................................13
TASK E .........................................................................................................................................13
8.1 review the effectiveness of own practice in planning, delivering and assessing inclusive
teaching and learning taking account of the views of learners and others. ..............................13
8.2 identify areas for improvement in their practice in planning, delivering and assessing
inclusive teaching and learning. ...............................................................................................13
CONCLUSION..............................................................................................................................13
REFERNCES:................................................................................................................................15
Books and Journals:..................................................................................................................15

INTRODUCTION
In the field of education and training, teaching and assessment are significant as the assist in
identification of strengths, weaknesses as well as gaps of learners in skill sets. With this, a
teacher reviews along with monitor own strategies and processes (Souto and Rodríguez-López,
2021). The purpose of the project is to gain insights about knowledge, understanding along with
skill sets associated to learning, ng and assessment within education and training. For the unit,
considered specialism is ‘Business Management’ that involves provision as well as management
of material resources that are effective in attaining gaols of learners.
The unit covers roles, responsibilities together with relationship within education and
training. It further highlights use of assessments, planning inclusive teaching and learning,
implementation of expectations for planning, delivering as well as assessing inclusive teaching
and learning. It also highlights evaluation of practices in planning, delivering together with
assessing teaching and learning.
TASK A
1.1 Analysis of roles along with responsibilities within education and training
Role and responsibility of a person are functions assumed to be played by an individual in
specific situation. In the specialism of business management, key role and responsibility is to
motivate learners or others to develop ability together with aspiration for new learning (Sugahara
and Lau, 2019). While providing education and training, business management plays roles and
responsibilities that are as mentioned:
Establish strategic goals along with develop policies: It is role of business management to have
goals which direct operations of others. In education and training, business management
performs role of taking in charge of all learning and setting goals for each learner for future
growth.
Imparting knowledge: It is fundamental responsibility of business management in education and
training to impact knowledge of students. With this, business management are required to
address working of learner within educational establishment and ensure that each student is
on right track for final mark.
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Overseeing regulations as well as policies: It is significant to manage efficient operations in
education and training (Ceric, Small and Morrison, 2022). In this aspect, it is responsibility of
business management to ensure that educational establishment are carrying out practices with
legal guidelines along with in compliance to local, state as well as federal policies.
1.2 Summarising key aspects together with legislations, codes of practice addition to regulatory
requirements concerned with roles and responsibilities
In case specialism of business management in education and training, it is essential to adhere
certain legislations, regulatory requirements as well as code of practice. In context to roles and
responsibilities of business management, one of legislation is Protection of Children Act 1999
that provides safety guidelines mandate for protecting learner against risk or harm. With
adherence of the legislation, person working at specialism of business management is able to
carry put practices by following a list to be kept to provide suitable and comfortable learning
environment for children that protect them against any type of mental, physical or emotional
harm (Choudhury and Pattnaik, 2020).
Equality Act 2010 is another regulatory requirement for business management to carry
out roles and responsibilities in education and training. Under the regulatory requirement, it is
unlawful for business manager providing education to discriminate among children as per
grounds of disability, religion, belief and so on. Furthermore, Safeguarding Vulnerable Groups
Act 2006 is a code of conduct that business management is required to adhere while fulfilling
roles and responsibilities in education. With this, business management is able to helping each
pupil and others in education and training to avoid harm through preventing people that are
demined unsuitable to complete working with pupils as well as vulnerable from gaining access.
It makes provision to check people that seek working with children or vulnerable.
1.3 Analysis of relationships as well as boundaries between teaching role addition to other
professional roles
As per Rothwell, Williams and Zaballero (2020), it is analysed that when educators carry
out working with other professional roles, they develop personal addition to professional
relationships (Rothwell, Williams and Zaballero, 2020). In context to business management, they
draw support from other professional roles, including training administrator, policy officer and
so on. They build supportive relationships and delegate tasks that permit them to feel effective at
workplace of educational establishment. Collaborative relationships among business
2

management and other professional roles in education and training contributes positively in
student success as well as educational improvements.
Teacher, business manager and so on professional roles working for education and training
have some boundaries that help them in smoothly completing tasks to develop knowledge, skills
sets, etc of students. In case with business management and other professional roles, one of
boundary is to act professionally addition to integrity and not performing something that are part
of others roles (Anttila and Jussila, 2018). At same time, maintaining confidentiality of learns
with others is also a boundary that needs to be taken into consideration by business management.
1.4 Description of referral points for meeting needs of learners
Referral point are processes or steps that are undertaken by teacher for extra assistance for
students and pupils with whom workings are carried out directly. In case with business
management, understanding referral points to meet learners need is significant for encouraging
each learner together with pupil. Students have range of selection needs together with
requirements and for teacher, it is crucial to identify referral points that meets needs of learner
effectively (Bachman and Damböck, 2018). One of referral point is special education evaluation
in which learners need is met by determining their eligibility for a particular education service
comprising learning assistance, speech language service and so on. Another referral point is
referral for counselling service which is concerned with number of legitimate concerns that
meets learning needs for counselling which impacts life of student considerably.
2.2 Analysing role addition to use of initial and diagnostic assessment in agreeing learning goals
of individual
Initial and diagnostic assessment are used for informing current potentials along with
particular learning needs for future. In education and training, business management uses initial
and diagnostic assessment for determining start points of a learner addition to current skill level
so to capture distance travelled for achieving learning goals (van der Kleij, 2019). The role of
initial and diagnostic assessment is to measure the ways learners progresses their skill sets for
learning goals. It permits teachers to determine individual strengths, skills, knowledge and
weaknesses prior to instruction. Business management makes use of both assessments for
diagnosing complexities faced by students as well as guide lessons addition to curriculum
planning for agreeing learning goals.
3

TASK B
2.1 Importance to determine and meet the individual requirements of learners
Educational institutions requires to identify and meet the personal needs of learners with
help from faculties when they plan about assessment and fixes the goals they want to achieve for
all the students. It proves out to be the best way for both teachers and learners to adopt
programmes which can aid in testing capabilities of learners. It further helps in effectively
highlighting the modifications came after taking varied courses in education (Miguel-Revilla,
Carril-Merino and Sánchez-Agustí, 2021). In addition to that, recognising personal interests of
learners in business management assessment can turn out to guide on how to set curriculum to
effectively reach to every student. Teachers focus should be on improving weak areas of students
and provide them personalised assessment as per their needs.
3.3 Explanation of how own planning meets individual needs of learners
Teachers own planning should cover all learners strengths and weaknesses so that they
can manage needs and requirements of all students in one assessment as well as to to fully utilise
the programme. With regard to specialisation of business management, teachers planning is to
consider goals of every learner. After determining what their goals are, they can make
assessment about what they require to do so that they can effectively achieve their objectives.
Planning also comprises of providing learner with some extra books related to the topic which
will assist them to get the answers of their several questions (Chen, Kolmos and Du, 2021).
Teachers can give them opportunity to enhance their learnings by providing them materials that
can help them. They can create strategies according to learning surroundings and nature of
subject which is business management.
3.4 Explanation of measures in which teaching and learning plans can be adapted to meet
individual needs of learners
Every classroom involves different types of learners with varied types of needs and
abilities which are important to be consider by teachers to adapt to better teaching plans which
can be understood by every learner. The lessons planning of specialisation subject, business
management should include introduction of chapters as well as how to engage students in
activities to maximise their interest in subject. It is essential for teachers to understand strengths
4

of each students so that they can make effective plan to improve their knowledge and skills.
Personalised instructions are also an efficient measure to be adapted by teachers to fulfil needs of
learners. With learning plans, it is important to comprehend how learners learn and form
designed orders which address various types of students needs.
4.1 Explanation of why it is essential to promote appropriate behaviour and respect for others
Teaching involves number of learners and faculties making it essential to forming an
environment which helps everyone to feel comfortable and safe so that they express their ideas
without hesitation. It is essential for teachers to provide fair and equality atmosphere to students
so that learners respect each other and do not engage in any kind of discrimination activities
(Wanner and Palmer, 2018). It will result in providing more motivation to learners and they will
be more dedicated in participating in programmes, express opinions, ask queries and facilitate
them to learn with their full potential to attain their objectives.
4.2 Explanation of measures to promote equality and value diversity
Students right to get equal opportunities and approach to take part in their selected
programme irrespective of their capabilities, conditions or age is termed as equality. Similarly,
boosting diversity is associated with respecting and valuing variances in learners. Clear
discussion between faculties and learners can facilitate everyone to comprehend behavioural
deviations so that everyone can respect others opinions or ideas. Open communication can also
assists in promoting diversity, addressing behavioural challenges and making sure that a
affirmative environment is maintained (Bond, Zawacki‐Richter and Nichols, 2019). Teachers can
create outdoor activities to help learner to effectively get along and become familiar with each
other. This will provide the advantage of assessing each learner needs and allows them to have a
full perspective on how to prolong required level of diversity and regard within group.
6.1 Explanation of purposes and types of assessment used in education and training
Better assessment of learners can be achieved by impelling teaching methods on regular
terms. Types of assessment can be:
Formative- It is two dimension procedure which involves giving feedback to continually
track learners improvements. This is utilised to evaluate process and effectiveness of learning as
well as teaching. It aids learners to determine aspects of learning where they can do better as well
5

as their strengthen and weaknesses to address issues they came through. Purpose of formative
assessment for teachers is to intervene early in areas of problem to improve learning of students.
Summative- It is conducted at end of course to examine assessment effectiveness and
achievement in learners. In this, extent of understanding is evaluated against a set framework
without any discrimination (Seipel and Ferrari, 2021). Purpose of summative assessment is to
measure improvement and assess learners progress throughout course.
TASK C
2.3 use methods of initial and diagnostic assessment to agree individual learning goals with
learners
There are many methods of initial and diagnostic assessment which require in the
teaching and in order to meet with the learning goals of individual.
Initial assessments are those which provide basic knowledge to the learners by analysing their
aims and expectation from the teacher and education. Students do not achieve all the learning
guidance from initial time for which, initial assessments helps to analyse what are the other areas
for improvement. In include method of feedback, classroom work. Also, diagnostic assessments
use methods of summative and formative assessments (Huang, 2019). These methods are useful
to analyse the knowledge and key information of student progress. In my business and
management area of specialism, I use both the assessments method through taking feedbacks and
give summative assessment.
2.4 record learners’ Individual learning goals.
The learning goals must be achieve of an individual. In my business and management
teaching area, I have recorded many things which is observed in my session. This shows that, I
have observed that students are working well towards the concept of business and management.
They are able to apply the management principles in the given case studies. Some of the students
have scored good marks In summative assessments and initial one also. Others are require more
appropriate guidance.
3.1 devise a scheme of work in accordance with internal and external requirements
Topic Title Key
Ideas
Key Ideas Learning Outcomes Resources
6

Concept of
business
management
What are the key
area of business
and management
What are the key
responsibilities of
a business
manager.
How
management
works in the
business?
Analyse the useful of
management in
business and how
goals can be achieve.
Videos,
presentations,
books.
Business
functions
Learn the
importance of
various business
departments.
How each
function
works.
Analysation of
business functions
Case
studies, lectures.
Principles and
area of
management.
Different
principles and
theories of Henry
fayol.
How each
theory
works?
Examine various
principles and theories
of management.
Lecture notes,
Case studies,
Experts guidance.
3.2 design teaching and learning plans which respond to:
COURSE TITLE: accounting
practices and methods.
SESSION
No: 2
TOPIC(S): understand the key area and
importance of management.
TUTOR
LEARNING OBJECTIVES:
All learners will be able to
 Importance of business and management
 function and departments of business
7

 theories and principles of management
More confident learners will be able to
 How management influence good decision making.
 Examine the use of management principles in real business situations.
8

Clock
time &
Timin
g
Topic Teaching
Method/s
Resources Learning
activity/group
organisation
Assessment
Methods
10.00-
10.30
Introduction Students
introduction.
Topic
discussion.
Verbal
communicati
on.
To understand
concept and class
environment.
Initial
assessment.
10.30-
10.50
What is
business?
Why it is
important to
achieve
business
goals?
Communicatio
n and
presentation.
Lectures,
books,
articles.
Lecture Case studies.
10.50-
11.10
Queries and
doubts session
Q/A Books Feedback from
students. Observation
11.10- What is the Case Studies Books and Implication of Formative
9

11.25 importance of
management.
and lectures. presentation. management
practices.
11.25-
11.40
Break Break Break Break Break
11.40-
11.55
Functions of
management
Theories of
management
Interaction and
communication
with students,
demonstration
method.
Props,
Videos,
group
discussion.
Application of
management
theories by
working on case
studies.
Summative
assessment.
3.5 identified opportunities for learners to provide feedback to inform inclusive practice
Inclusive practice in teaching and education plays crucial role in deriving focus on each
and every student. No student will feel discriminated and inattentive as feedback is a key element
to analyse their issue (Tosuncuoglu, 2018). Teachers give this opportunity to students in order to
come up with their problems and issues. Feedbacks are necessary to be taken into consideration
which helps in meeting with the learners needs.
4.3 established and sustained a safe, inclusive learning environment
Establishing a safe and sustained environment is necessary for inclusive practice which
leads tot carry out the effective role in the learning environment. In order to create a fair working
environment, as I being a teacher in business management I assure that, all the student talk with
saying their names. It will helps in creating own identify and they will feel valued. Also, involve
10

group discussion and activities which generate trust among students. Encourage them to be
honest and give equal opportunities.
5.4 use inclusive teaching and learning approaches and resources, including technologies to meet
the individual needs of learners
The inclusive teaching in business and management, resources plays a crucial role in the
education. without proper resources, no teacher would include and encourage the learners
interest. These include use of technological resources like Moodle, Educom, class presentation,
Ms-word and many more to make students learn about the topic in a proper way (Jensen, and
Konradsen, 2018). The resource also include the learning approaches by being flexible in the
learning environment to solve every student problems and issues.
5.5 demonstrated ways to promote equality and value diversity in own teaching
In order to promote equality and diversity in business and management, I ensure that
equality act 2010 must be followed, Data privacy act and health and safety are also to be
maintained in order to promote diversity. Every student must get equal opportunities and fair
practices that would not make any differentiation in the learning.
5.6 adapted teaching and learning approaches and resources, including technologies to meet the
individual needs of learners
 The teaching and learning approaches and technology which will be adopted are describe
below:
 The teaching approach is used as feedback, observation and interactive sessions
 The technology is going to use in own practice in Moodle, PowerPoint, MS-Word, Smart
board and online platforms.
5.7 communicated with learners and learning professionals to meet individual learning needs
Communication is the main key element which helps the learners to meet with the needs
of students. In business and management field, I would communicate with by using effective
communication ways like social media, educational platforms like Zoom and Moodle (Luckin,
and Cukurova, 2019). I would perform regular communication in order to learn about their
needs and expectations related to business and management principles and functions.
11

6.3 used types and methods of assessment, including peer and self-assessment to:
In my own practice of business and management eduction, I would use peer assessments
by giving group discussion assessments as it is reliable way to get good and effective results. The
self assessments helps the students to reflect on their own performance which helps in analysis
their strength and weak factors. I would use diagnostic and self assessments methods by giving
quizzes and formative and summative assessment which helps in gaining knowledgable about
each student performance.
6.4 used questioning and feedback to contribute to the assessment process
In the assessments, the feedback and questioning helps in solving doubts related to prior
the assessments. By taking feedback, the student will get to know their mistakes and work to
improve it (Saiyad, and et.al 2020). Questioning is also important to learn their knowledge and
skills in order to help building feedbacks and assessment in future.
6.5 recorded the outcomes of assessments to meet internal and external requirements
In order to record the outcomes of the assessments, the internal and external requirements
like referrals and expertise solution. By ascertaining the outcome, there will be effective use of
digital technology to record and save the data of students marks and personal details in a
protected software.
6.6 Communicated assessment information to other professionals with an interest in learner
achievement
It is effective to communicate information about learner improvements to other internal
or external professional in order to make them understand aspects of subjects and how to deliver
it to students properly. This assist them advantage to provide learners with effective measures
with tools to teach about business management appropriately to meet learners needs and goals.
Learners achievement can be improved by avoiding shortcomings from one course and the
information will also helps them to create strategic plans to effectively address learners needs.
7.2 Applied minimum core elements in planning, delivering and assessing inclusive teaching and
learning.
Minimum core elements are the literacy, numeracy and technology skills which teachers
should have knowledge of. Showing proficiency in planning and assessing teaching activities is
important to undertake by teachers to effectively carry out activities of business management. It
12

includes all important materials for teaching and apply terms of this to learning methods
(Willingham, 2019). Assessment in manner to reach to every students with help of proper
literacy and numeracy is essential to provide support to each learner by utilising variety of
sources and technologies of teachings.
TASK D
5.1 The effectiveness of teaching and learning approaches in relation to meeting the individual
needs of learners.
The use of teaching and learning approaches is vital to meet with the individual learning
needs. Every learner has distinct needs and expectation from the teacher which require flexible
approaches to attend all the students. In my business and management, I make sure the the
learners will become self directed, be motivated and learn to gain wide experiences in order to
enhance the potential of themselves (Tvenge, and Martinsen, 2018). Therefore, these
approaches are effective which is necessary to face many challenges by their own. The students
will learn to be identified and self decision maker.
5.2 analyse benefits and limitations of communication methods and media used in own area of
specialism
Communication methods play crucial role in education and training. There are various
kind of tools are present for communication which might not be effective. Being a teacher of
business and management, I need to give right guidance about using communication by defining
its benefits and limitations. Verbal communication methods have benefits that it make personal
interaction with students and improves their language also (Anderson, Brown, and Rushbrook,
2020). But it has limitation that, use of difficult word may not be effective and it will not be
understandable by the students. Also the media methods also used for disable students which is
related to technology that will be helpful for those students who are deaf.
5.3 analyse the effectiveness of resources used in own area of specialism in relation to meeting
the individual needs of learners
In own area of business and management, the resources used in the teaching are effective
which helps me in presenting right information and knowledge to the students. As I understand
the use of technology, offline resources like books, articles and experts guidance are effective to
give proper understanding of the core subject area. Moodle, Social media tools, Ms-word and
13

power point, excel are also helpful in meeting with the student need when they are learning from
home. The student gets access of all the documents, assessments briefs through Moodle and
other software of university portal.
7.1 ways in which minimum core elements can be demonstrated in planning, delivering and
assessing inclusive teaching and learning.
In planning, delivering and assessing the teaching and learning, the core elements helps
in fulfilling the needs of the learners. First of all the communication and technology are vital to
demonstrate set of goals and plans among the students. Suitable information and use of language
must be present by delivering any inclusive teaching environment that will be effective for
learners to understand in an appropriate ways (Pastore, and Andrade, 2019). In respect with the
business environment, the implication if case studies must be present in numeracy and literacy.
TASK E
8.1 review the effectiveness of own practice in planning, delivering and assessing inclusive
teaching and learning taking account of the views of learners and others.
The own practice of planning and delivering the inclusive teaching is effective in many ways. As
I believe in communication all the plans through other staff and liaison which helps to be prepare
best strategies. I also learn about what students seeks in the classroom and present the
opportunity for all the learners to maintain equality and diversity. I make sure that, the group
quizzes and presentation are take place in appropriately which enables positive learning
environment.
8.2 identify areas for improvement in their practice in planning, delivering and assessing
inclusive teaching and learning.
The areas of improvement for own teaching is that that I need to learn time management
skills to fulfil the aim of curriculum and record each learners criteria in every week (Hoel, and
Mason, 2018). Also, I need to plan and deliver the safe environment due to the Covid-19 to
make sure that every learners is following regulations and protocols.
CONCLUSION
The report has concluded that, there is requirement of the key practices which in
necessary for the teaching and education. This shows that, the legislation, curriculum, scheme of
14

work and other practices play effective role in the teaching. Therefore, these practices involve
the use of bets assessments methods like summative, formative, initial and diagnostic. These
assessments helps in deriving out student potential and need for the improvements. Therefore,
effective use of communication and technology will play vital role in meeting with the learning
needs.
15

REFERNCES:
Books and Journals:
Anderson, D., Brown, M. and Rushbrook, P., 2020. Vocational education and training. In
Dimensions of adult learning (pp. 234-250). Routledge.
Anttila, J. and Jussila, K., 2018. Organizational learning in developing the integrated quality
management. Production engineering archives. 18.
Bachman, L. and Damböck, B., 2018. Language assessment for classroom teachers. Oxford
University Press.
Bond, M., Zawacki‐Richter, O. and Nichols, M., 2019. Revisiting five decades of educational
technology research: A content and authorship analysis of the British Journal of
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Ceric, A., Small, F. and Morrison, M., 2022. What Indigenous employees value in a business
training programme: implications for training design and government policies. Journal
of Vocational Education & Training. 74(2). pp.228-248.
Chen, J., Kolmos, A. and Du, X., 2021. Forms of implementation and challenges of PBL in
engineering education: a review of literature. European Journal of Engineering
Education. 46(1). pp.90-115.
Choudhury, S. and Pattnaik, S., 2020. Emerging themes in e-learning: A review from the
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Hoel, T. and Mason, J., 2018. Standards for smart education–towards a development framework.
Smart Learning Environments, 5(1), pp.1-25.
Huang, A., 2019. Teaching, learning, and assessment with virtualization technology. Journal of
Educational Technology Systems, 47(4), pp.523-538.
Jensen, L. and Konradsen, F., 2018. A review of the use of virtual reality head-mounted displays
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Luckin, R. and Cukurova, M., 2019. Designing educational technologies in the age of AI: A
learning sciences‐driven approach. British Journal of Educational Technology, 50(6),
pp.2824-2838.
Miguel-Revilla, D., Carril-Merino, T. and Sánchez-Agustí, M., 2021. An examination of
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Experimental Education. 89(1). pp.54-73.
Pastore, S. and Andrade, H.L., 2019. Teacher assessment literacy: A three-dimensional model.
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Saiyad, and et.al 2020. Online teaching in medical training: Establishing good online teaching
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Seipel, B. and Ferrari, C. F., 2021. Preparing and training higher education faculty to ensure
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Administrators to Lead Quality Education Programs (pp. 1228-1252). IGI Global.
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Souto, J. E. and Rodríguez-López, Á., 2021. Entrepreneurial learning in an experiential and
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Sugahara, S. and Lau, D., 2019. The effect of game-based learning as the experiential learning
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Tosuncuoglu, I., 2018. Importance of Assessment in ELT. Journal of Education and Training
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