Analysis of Teaching, Learning, and Assessment Strategies in Education

This essay delves into the critical aspects of teaching, learning, and assessment strategies within an educational context. It begins by defining learning and teaching, highlighting their interconnectedness and the importance of assessment in ensuring effective knowledge acquisition. The essay then explores the concept of mentorship, emphasizing its role in guiding students, particularly underachievers, and providing support through tailored action plans and motivational programs. It identifies factors contributing to underachievement and discusses the significance of mentorship in addressing these challenges, including providing support, feedback, and acting as a resource person. Furthermore, the essay examines various learning styles, such as auditory, visual, and kinesthetic, and their applications in teaching and assessment. It also discusses the application of learning theories, including andragogy/pedagogy, cognitive, and behavioral theories, in shaping educational practices. The essay concludes by emphasizing the need for educators to understand and implement diverse strategies to enhance student learning and performance.

Running head: TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 1
LEARNING, TEACHING, AND ASSESSMENT STRATEGIES
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TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 2
Introduction
Learning may be defined as the acquisition of skills or knowledge through experiences
such as being taught, study, or experience (Knapper, Cropley, & Knapper, 2000, p. 32). On the
other hand, teaching may be referred to as the profession, or the occupation of being a teacher
who plays a primary role in favoring learning (Billig & Waterman, 2003, p. 21). Therefore,
teaching and learning are concluded to be a process since is some way they depend on each other
for their effectiveness. Nevertheless, this process is assessed in several ways to assure that it took
place. Surprisingly, learning may be classified in terms of formal or informal learning. Often,
informal learning occurs in the process of our daily activities rather we may term informal
learning as accidental. Informal learning may be from experiences which trigger us to changing
the way we think and act (Scott, 2000, p. 45). Sometimes we may not even be aware we are
learning. For instance, it’s common for health workers to learn the character of bad attitude from
the example of others. Of course, learning is also formal and the most common way acquiring
skills since it requires personnel with the relevant skills. In formal learning, leaners attend a
course which is normally planned in a structured way is practiced in learning institutions.
Nevertheless, at some point of teaching and learning, there is need to assess if what is
being taught is acquired. More to the point, learning institutions have come up with assessment
strategies that will help them determine whether they understood what was been taught (Cannon
& Boswell, 2014, p. 18). Unfortunately, despite the efforts to enhance teaching and learning
some students after assessing what is been taught they are found to be underachieving various
concepts. Therefore, this assignment seeks to analyze various factors and how they can be
corrected to enhance learning.

TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 3
Mentorship may be defined as the act of providing guidance which is normally provided
by an experienced person well known as a mentor (In Shaw & In Fulton, 2015, p. 34).
Furthermore, the period when a person is been guided is also known a mentorship period which
varies considering the circumstances. However, a mentor does not have to be an older person he
or she may be young but with relevant knowledge or expertise required to mentor a person. In
most cases mentors are normally people who can act as role models, have relevant knowledge in
areas that their expected to mentor a person. Moreover, a mentor who is relationship structured
have been seen to be effective since their well conversant with the individual hence may be able
to use paste experiences in mentoring the individual (Straus, Sackett, & Sawkins, 2014, p. 54).
Therefore, there is need for mentorship programs to aid improve performance in learning
institution. Clinical mentors then play a significant role in mentoring students who are in their
first years in school. The mentor will then equip them with the relevant to help pass them
through school and to an extend they share their past experiences which will help them in their
daily activities.
Identifying an underachieving leaner
Underachieving may be defined as giving back results lower than expected. Therefore,
when a leaner performs lower that what is expected of him or her that may be termed as
underachieving. Surprisingly, to identify an underachiever one must be familiar with the students
capability hence can flexibly identify when she or she performs contrary to what is expected.
Hence identifying an underachiever a teacher should compare pervious result to the current ones
thus establishing the leaners poor results. Furthermore, assessment tests play an important role in
identifying an underachiever since when leaners are engaged in assessment tests they assess a
leaners capability. On the other hand, attitude can help a teacher identify an underachiever this is

TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 4
possible when a teacher compares present attitude to the previous thus noting a negative change.
Continuous underachieve from a student can result to poor grades, bad attitude towards school,
and at extreme points may result to school drop-out. Sometimes it may be difficult to notice
underachievement in students when their results after assessment seem average but rebellion,
demotivation, and lack of concentration can aid a teacher to notice underachievement in a
student. However, there is need to take relevant action when you notice poor performance in a
student to help build the student’s skills.
Role of a mentor in the underachieving student
When there is continued underachievement in a student need to refer the student to a
mentor is necessary who have been seen to play an important in helping a student performance.
The mentor will then formulates an action plan to aid improve the students’ performance
(Kilgallon & Thompson, 2012, p. 43). This may include motivation programs which will help
encourage the learner despite his or her underachieving. When a leaner is motivated they are
encouraged not to doubt their ability since very one is capable. Motivation will also help increase
a leaners capability since their self-esteem is built thus they are able to achieve more. Therefore,
a mentor may act as a motivator encourage the under achieving leaner to improve in their
academics.
Secondly, a mentor may invite the leaner to conducts more of several written or verbal
self-assessment feedbacks on their daily progress. Despite, adopting programs which will aid in
assisting the leaner need to assess progress is very important. This is because assessing the
progress will guide the mentor on whether they should change the method their using (Holley &
Joseph, 2013, p. 53). On the other hand, when the assessments are done improvement can be

TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 5
easily noted. As a result the mentor may identify if the leaner is well equipped with relevant
knowledge thus he or she may quite the mentorship program.
Furthermore, a mentor acts as a person of reference when the leaner needs help. A mentor
is then expected to be a friendly and open person because he or she acts as the person of
reference (Hanson, 2011, p. 45). When the leaner has a difficult time at school or needs more
guidance on a particular area the mentor should be the first option. Therefore, a mentor should be
readily available hence institutions advices that a mentor should be more of relative oriented. On
the other hand, if a mentor does not have sufficient skills on what a leaner is asking about they
should take up the responsibility to research more thus been of benefit to the leaner.
Moreover, a mentor should be able to identify appropriate learning opportunities thus
meeting their objectives. Normally, the key objective a mentor in an underachieving student is to
guide the student on how he or she may improve in academics. Therefore, a mentor should adopt
learning opportunities or rather the enough time needed to discuss more on how to improve in
academics (Manzey, 2010, p. 33). Hence the mentor is expected to set aside time when the two
will be meeting to address various grievances thus leading to an improvement in the students’
performance. When identifying the appropriate opportunities the mentor is also expected to plan
for the next meeting and also give the student briefings on what they will discuss next time to
keep the student psychologically prepared.
Learning styles and their application to learning, teaching, and assessment of
students
Learning styles are very important in institution since they aid determine the
understanding of a student. However, the styles may be several in numbers but a teacher should

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be able to identify the best fit thus adopting the style for teaching (Fox, 2013, p. 61). On the
other hand, application of learning styles id determined by the level of education the learning
styles used in lower grades are not expected to be used in higher level of education such as
universities. Furthermore, the styles used in assessment of students have remained a challenge to
the world since when a society about a certain assessment style it has become expensive to
change the style. Therefore, some assessment styles have resulted to boredom since they have
been used for so long. Generally, learning styles may be referred to as the way and individual
leaner tries to learn. They include how learning is approached and how information learnt is
utilized.
They are several learning styles their application to learning, teaching, and assessment of
students which include auditory learning. This is the most common learning style since it
involves learning mainly through hearing. Auditory learning may be termed as the first style of
learning introduced to us as early as our infant years (Smilkstein, 2011, p. 41). This is evident
since mothers have continued to talk to children even before they acquire the talking skills.
Through this learning style we are all able to communicate what since we have continued to
learn through the auditory style. Nevertheless, the auditory keeps improving since when we start
school other learning styles are introduced. However, in auditory our lower grade teachers are
seen to emphasis more on a specific learning style known as the receivers learning style. The
receiver’s styles include memorizing concepts. It’s a very common style since teachers often
reinforce the style to favour understanding of some concepts and to some point even reward
learners who are best in memorizing. Surprisingly, what most of use leant using this style can
still be remembered up to date since the style emphasizes more on memorizing concepts.

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However, the style has continued to face various challenges in higher education levels since it
might not be effective in higher levels of education.
Secondly, students use visual style for learning which is characterized by learning mainly
through seeing. This is mostly common in colleges and high schools where students are
introduced to practical learning and extends to university depending on the areas of
specialization (Pritchard, 2017, p. 73). Visual learning style includes teaching with experiments
thus the students are able to learn through seeing. Furthermore, visual learning is known to be the
most effective since its characterized by remembering what a student actually saw. Visual
learning is the learning style that has created utmost satisfaction to students since they can easily
experiment what they have been taught. Scholars often further classify this style to be the
detective style since it involves more of experiments and trial and error. The detectives style is a
method common in higher education levels which is characterized by investigating what is been
taught. Through this style the leaners are enhanced with more skills since they do the bigger part
themselves improving their skills. Due to trial and error the style has continued to enhance
acquiring of knowledge since students involve themselves in trial and error until they are able to
achieve an experiment’s aim.
Kinesthetic is also another common learning style which is characterized by learning
through doing. The visual style and kinesthetic may be similar in some ways but in kinesthetic is
mostly characterized by leaners doing the learning by themselves. This style of learning may
require a student to be highly motivated hence applied in higher levels of education since leaners
at that point are self-driven and do not require supervision to leaner (Coates, 2007, p. 15) Mostly
the learning style is common in universities where students are required to do various researches
by themselves without the help of a teacher. Scholars often characterize the kinesthetic style to a

TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 8
generating style. This is characterized by leaners making personal decision of what they to learn.
They then look for opportunities themselves to learn the skills this type of learning is common in
technical skills.
Application of learning theories
The learning theories are simply conceptual frameworks which tend to describe how
knowledge is processed, absorbed, and retained during learning. They are three learning theories
namely andragogy/pedagogy, cognitive, and behavioral theories. The theories are applied
depending on the nature of the students and their academic level (Dochy, 2011, p. 45). Pedagogy
or the andragogy theory is characterized by underlying principles and values that influence
approaches to teaching, learning, and assessment. The theory is characterized by giving serious
considerations to students thus involves thinking about long term learning outcomes. The theory
application aids in rising contemporary forms of learning, teaching, and assessment thus has
been made popular by interactive and digital teaching.
Secondly, cognitive theory is a theory that is significant in overcoming many negative
aspects of personality. According to this theory there is a belief that cognitions will always
precede emotions therefore, changing our thoughts. The cognitive theory has been applied often
in treatment thus enabling various assessment techniques hence their nature of quick assessments
on an individual’s functioning (Gillies & Ashman, 2003, p. 34). Furthermore, the theory has
gained popularity due to its nature of positive results in both professional and pop psychology
arenas.
On the other hand, behavioral theory is known to have greater impact on researches
addressing treatment and assessment of behavioral problems (Ivancevic & Reid, 2015, p. 33).

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For instance, clinical groups have been seen to use this theory on persons with mental retardation
hence their effectiveness in clinical observation. When such facilities apply such theories their
aim is to change behavior thus the approach has continued to be applied by clinical groups.
Importance of clinical learning environment
Learning environment is very important to consider when setting up an institution. Have
you ever imagined learning at your job place like nurses or doctors? This has improved their
performance since as they learn their not only able to put in practice what they leaner but also
gain experience (IGGULDEN, 2009, p. 63). As a result clinical learning environment has been
encouraged to be in hospitals to facilitate the leaners effectiveness to their area of work.
Strengths
There are unplanned experiences which might not be applicable in classrooms. While
leaners are also in a clinical environment they are well integrate to agency routines and feel a
sense of belonging (Walsh, 2014, p. 68). Furthermore, the students are able to acquire feedback
on their performance hence are able to assess the areas that they need to improve. On the other
hand, most clinical leaners work part time thus there are able to earn income while they are still
learning.
Weaknesses
Despite the numerous advantages of a clinical environment the environment has several
weaknesses. When students practice what their taught they end up messing up as a result causing
worsening of a patient’s health. Such cases of trial and error have been common when students
perform experiences with patients. On the other hand, some unexpected experiences has resulted

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to a shock to the students thus some end up resulting to alternative courses hence at some point
clinical environment should be discouraged.
Opportunities
Clinical learning environment has continued to offer its students numerous opportunities.
Students learning in their work environment may end up securing a job at the same hospital.
Therefore the clinical environment has offered employment opportunities to nursing students
(Walsh, 2014, p. 73). Furthermore, the clinical environment has offered opportunities for real life
experiences. Nurses may apply directly to a patient what they learnt. For example, a nurse may
apply conduct a first aids that he or she was taught earlier in the day.
Treats
When students are placed in a clinical environment they face discrimination since they
are discriminated due to the fact that they lack experience. Furthermore, the students face
discrimination when patients reject been treated by personnel without sufficient experience as a
result the students have continued to be discouraged in such learning environments. Leaner are
also treated improperly by their instructors. For instance, when a student makes a mistake the
doctors often reprimanded them right at the patient’s bed as a result the patient does not trust the
student again.
Promoting learning in practice
When students learn and get to practice what they are been taught these has helped them
to be equipped with the relevant knowledge that is required in the job industry. Such experiences
also aid in ensuring that what is taught is implemented in real life experiences. Moreover,

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practice helps build confidence since a student will be comfortable applying the same knowledge
in the work industry (Carnwell, Buchanan, & Carnwell, 2009, p. 34). Therefore, debates have
arisen on whether assessment to promote learning practice is necessary.
To promote student success in their academic leaners then need to be encouraged to
effective collaboration. Collaboration may be via small group discussions which will aid students
understand and retain materials. Group discussions also improve communication skills as a result
increasing awareness of their classmates as learning resources. Furthermore, peer instruction
exercises which include solving question paired with group discussion will result to success.
Nevertheless, your personal efforts as a student play a significant role to ensure that we
perform in our learning institutions (Daniels, Edwards, Engeström, Gallagher, & Ludvigsen,
2013, p. 45). Students who are have self-awareness and emotional intelligence will always
perform better in their academics compared to other students. Furthermore, the practice of
critical thinking, direct questions, and reflection helps compose a leaners skills thus they are
always performing. With these skills the student can now involve in group works to create a
better understanding of concepts taught. However, frequent chats with your personal mentor will
also aid keep a student motivated and always on toes of what is expected of them when they are
their learning institutions. Despite the various strategies to ensure that there is success in learning
institutions assessment tests determines how effective the strategies were and the teachers from
the assessment test are able to adjust accordingly thus favoring the leaner.
Furthermore, planning for the assessments is very important to enhance their
effectiveness. This may include a mentor organizing for assessments in terms of initial
assessments, midway assessments, and final assessments. When the mentor plans for

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assessments in such a manner their can comfortably identify improvement and decide when they
should move to the next assessment test. The initial assessment should be given by the mentor
immediately he or she starts mentor sessions with the student to ascertain that the student is
really an under performer. The mentor is then expected to continuously do midway assessments
which should be several in numbers depending on the response of the leaner. When the mentor is
fully satisfied by the result he or she is subject to do final assessment which generally should be
though to ascertain that the student has fully gained from the mentorship and can comfortably
continue with his or her studies without supervision.
Conclusion
In conclusion, despite adopting various learning, teaching, and assessment strategies an
individual student makes the personal decision on whether or not to improve their performances.
On the other hand, learning and teaching should be continuous and sometimes should keep
varying to pick the best of fit method which students adopt with. Nevertheless, students should
be motivated that the importance of learning is not only to pass assessment tests but also apply
what they are being taught in real life situations. Leaners should also be advised not to wholly
depend on the teachers but should also research more on themselves to help create more
understanding. Furthermore, most learning institutions have been seen to use only one
assessment method which is mainly assessment tests. The tests have created boredom in students
thus need to frequently change their assessment styles. Moreover, the tests have been seen to
create content mastery only for the sake of exams and forgotten soon after the exams. Therefore,
students end up not applying what was taught in real life situations.