Teaching, Learning and Assessment in Education and Training Report

This report provides a comprehensive overview of teaching, learning, and assessment in education and training. It explores the importance of identifying and catering to the needs of learners, analyzing the role and utilization of diagnostic assessment in establishing individual learning goals. The report delves into various assessment objectives and forms, evaluating their effectiveness in meeting learner needs. It covers different assessment methods, including questioning and feedback techniques, and examines how assessments meet both internal and external requirements. Furthermore, the report discusses ways to demonstrate core elements of learning and teaching, applying these elements within a teaching program. Finally, it assesses the effectiveness of inclusive teaching practices and identifies areas for improvement, considering the perspectives of both learners and other stakeholders. The report emphasizes the significance of formative and summative assessments in evaluating student outcomes and highlights the role of SMART goals in motivating learners and facilitating their progress.

Teaching, Learning and
Assessment in Education
and Training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 2............................................................................................................................................1
2.1 Importance of identifying and catering the needs of learners..........................................1
2.2 Analysing the role as well as utilisation of diagnostic assessment in agreeing individual
learning goals..........................................................................................................................2
2.3 Utilizing method of initial as well as diagnostic assessment to agree individual learning
goals with learners..................................................................................................................3
2.4 Recording learners Individual learning objectives...........................................................4
TASK 6 ...........................................................................................................................................4
6.1 The objectives as well as forms of assessment that are used in education and training ..4
6.2 Analysing the effectiveness of assessment methods in terms of catering the individual
needs of learner ......................................................................................................................6
6.3 Different types of assessment methods............................................................................7
6.4 Questioning and generating feedback for learning styles adopted...................................8
6.5 Assessment to meet internal and external requirements of students................................9
6.6 Communicating the information generated from assessment........................................10
TASK 7..........................................................................................................................................11
7.1 Ways in which the core elements of learning and teaching can be demonstrated.........11
7.2 Applying the minimum core elements of teaching and learning programme................12
TASK 8..........................................................................................................................................13
8.1 The effectiveness of own practices in planning, delivering and assessing inclusive
teaching and learning to take account of the view of learner and others.............................13
8.2 Identify the area for improvement in own practices planning, delivering and assessing
inclusive teaching and learning to take account of the view of learner and others..............13
CONCLUSION..............................................................................................................................14
REFERENCES..............................................................................................................................15

INTRODUCTION
The teachers are appointed in order to share their knowledge with other individuals, i.e.
their students, with a view of influencing the careers of students. The roles and responsibilities
of a teacher is to make understand the concepts relating to a particular fact to the respective
students. In order to adopt an effective style of teaching by the teachers, they are required to
understand the different learning styles of different students. With respect to developing an
effective learning and training programme for students, it is essential to determine the special
training needs that are needed to be undertaken in the context of the same. Also, the teachers are
required to adopt a learning plan, which allows the students to develop their knowledge as well
as skills in each programmed sessions. The evidence of outcomes generated from these learning
styles are the formative ans summative assessments which are conducted and valued as per the
marks each student scored in those assessments.
TASK 2
2.1 Importance of identifying and catering the needs of learners
Education is considered to be as the most important part of person life which support
person in achieving success. Teachers , friends and family members assist individual in
accomplishing their personal and professional goals by providing them appropriate educational
facilities. Identifying the learning needs of student may be a difficult task for teacher. As every
individual has different learning needs. But this is very much essential for teacher to conduct this
activity in order to support student in becoming active learner. Recognising the need of learners
will help teacher in planning the appropriate content and making several other important
arrangement for the students those who face difficulty in learning. It will also allow teacher to
identify the appropriate techniques for motivating student to develop continuous learning
attitude. This activity also provides teacher a chance to develop as well as maintain healthy
relationship with students.
It also provides student or learner a chance to feel a sense of personal, active engagement
with the material, rather than a passive. This active engagement leads to a more adaptive
learning mentality that can better prepare students for future learning and careers. Identifying the
student needs teacher get a chance to determine the problems faced by individual in learning
process. It allows leader to help person in dealing with the situation or issues that has occurred in
1

learning procedure. In the school or organisation there are some learners those who have
emotional , behavioural or other major challenges may have impact on their learning abilities.
Identifying the needs of learner assist teacher in recognising those factors and effect of the same
on individual learning capacity. It helps teacher in planning the appropriate strategies or tactics
to aid person in eliminating the barriers that have adverse impact on person learning capacity.
Identifying and catering the needs of learners allows teacher to ensure that all the students are
engaged in learning activities and teacher has been successful in transferring appropriate
knowledge which is essential for student in order to foster career growth. It also helps teacher in
improving the quality of education.
Identifying the learners needs provide teacher a chance to judge individual talent or skills
and competencies that are required to be developed. It also assists teacher in Planning Classroom
Activities. Once the teacher is familiar with the personal needs of their learners, they can easily
plan their day-to-day classroom activities, so they cater to all of them. By identifying the
characteristics of each learner, teacher can organise the classroom in systematic as well as
effective manner. It also assists teacher in obtaining the information about the student interest in
learning or gaining knowledge about particular field ( Cham.Corno,2015)
2.2 Analysing the role as well as utilisation of diagnostic assessment in agreeing individual
learning goals
Assessment is considered as a method of acquiring learners prior knowledge in subject
undertaken and allows the teacher to be able to use this information as a means of selection. Role
of initial assessment is to ascertain the sustainability of learner in gaining knowledge related to
particular field. It is required by teacher to conduct this procedure before starting to provide
education. As this will help individual in identifying the learning need of student and providing
them with quality education to students. It also assists teacher in recognizing the learners those
who require special arrangement in order to gain Knowledge. Assessment also provide teacher
an opportunity to develop the understanding about individual learning capabilities. It will also
help individual in identifying those learners who required special support and attention in the
learning procedure. Normally diagnostic tests are undertaken to give the tutor an understanding
of the levels the learner will be working to. Assessment procedure during the learning process
allow teacher to ensure that every learner or student are provided with equal learning
opportunities. It also helps teacher in determining the length of training or learning course in
2

order to assist individual in gaining complete information or knowledge about particular field.
Post assessment which means evaluation after the completion of learning course, teacher
measure the effectiveness of teaching. This activity bios conducted by teacher with the purpose
of identifying performance gap and recognizing the area of improvement. It also enables teacher
to analyses the knowledge gained by students and its impact on learners personal as well as
professional development. Assortment also provides teacher a chance highlight any areas that a
student may need extra support and guidance. It also enables teacher to design the content hat
need to be included when preparing lesson plans so that no student is singled out in any specific
field. Assessment is a tool which motivates learner to recognizes the scope of skills as well as
competencies which could be developed through specific learning course. It assists person in
establishing personal goals. Assessment procedure also help teacher in developing the
understanding about the learning method that is adopted by learner in order to gain specific
knowledge. This assessment is conducted by teacher as it assist teacher in selection of
appropriate teaching method which can be used for catering the need of all types of learners.
SMART targets ensures the learners continue to develop and maintain continual
progress. It provides learner a motivation to continue the learning process. SMART targets assist
learner in recognizing the path to achieve these goals. Time scale is the factor which gives the
learner a sense of achievement. By establishing these types of Smart goals the learner can
progress and develop at their own pace. Generally it is used to identify the requirements of the
learners (Boud, 2014)
2.3 Utilizing method of initial as well as diagnostic assessment to agree individual learning goals
with learners
The objective of diagnostic assessment is identified the appropriate ways for improving
learner experience and increase their level of achievement. This type of assessment can be used
by the teacher in order to judge the learning capacity, core competencies and abilities. It also
assists teacher in recognizing the scope as well as area of development.
There are several types of method that can be adopted by teacher in order to conduct
diagnostic assessment these are teacher can conduct test at regular interval of time. As this
activity will asst teacher in identifying the understanding level of learner and identifying the
scope of improvement. Seeking feedback from learner, colleagues and other people in an
organization will support teacher in recognizing the appropriate techniques or methods or
3

techniques for improving the quality of education and improving the learners experience. Survey
is another effective way that will help tutor in identifying the individual need of learning and
providing them appropriate guidance. It will also provide educator an opportunity to identify the
new methods of teaching and engaging student in learning procedure. This activity also support
teacher in recognizing the expectation of student related to learning procedure or activity. It is
required by teacher to set some standards or select appropriate criterion or establish SMART
targets which will further help educator in comparing actual learners or their own performance
with standard. It will also allow them to identify the performance gap and plans appropriate
strategy or tactics to improve the same (Higgins, Morton and Wolkenhauer, 2018)
2.4 Recording learners Individual learning objectives
Personal goals are established by learners as it assist student in development of self
motivation. It is very crucial for the educator to prepare and maintain records for the
development as well as enhancement of the learners in order to motivate learners to perform
well with their full potential.
Recording learners Individual learning objectives assist teacher in planning as well as
designing the learning course for person for continuing the learning process in systematic
manner. As barriers in learning procedure or activities can have adverse effect on individual
growth. Measuring the efficiency of learner support teacher or educator in identifying the targets,
level students have potential to perform and judging the ability of learner to accept the more
challenging tasks. It is required by educator that they should assign working goals to every
learner in order to make them perform will full potential. Motivation provided by the educator
supports student in improving their performance level and conducting the master a task in
systematic manner. It also helps students in recognizing their hidden talent as well as
capabilities. Establishing monitoring and reporting individual learning goals is the crucial task in
order to pass the full assessment regarding their level of performance (Sweeney and Nielsen,
2018)
TASK 6
6.1 The objectives as well as forms of assessment that are used in education and training
There are various types of assessment that can be used by teacher in education field for
measuring the effectiveness of their teaching or evaluating learner performance. Some forms of
4

assessment are formative, summative, diagnostic, Synoptic, dynamic, Authentic and criterion
referenced assessment (Rowley, Fook and Glazzard, 2018) Evaluative assessment -This form of assessment have focus on identifying overarching
performance of arrangements in a department , educational institution or school. The
main aim of evaluative assessment is to ensure that there is suitable accountability at all
levels for the performance of educational or school system. Evaluative assessment is
used as a tool for communicating curriculum planning as well as rendering the
information about the way monitoring of learning activities will take place. There are
several ways or techniques that can be used for evaluative assessment are collaborative
quizzes. This type of assessment can be used by teacher for identifying or evaluating the
knowledge gained by the group of people. Diagnostic assessment- The purpose of this type of assessment is to provide memorable
learning experience to learner. It is mainly concerned with identifying appropriate
technique , methods for having the learner experience. Diagnostic assessment enables
teacher to identify the strength , weakness, learning capacity of learner. It also allows
educator to recognise the challenges or issues faced by learner in gaining knowledge
related to particular field. Diagnostic assessment help teacher in designing the content
as well as lesson and also in curriculum planning. Summative assessment- The purpose of utilising this type of assessment tool is to
communicate, record and report a single or group overall achievement at a given point.
Teacher intention behind utilising this type of assessment tool is develop the
understanding about the or knowledge gained by student at the end of an instructional
unit. Mid term exam that can be adopted by teacher or educator as a method of
summative assessment. Formative assessment-The objective of utilising this type of assessment by teacher is to
change teaching method and learning activities to improve student attainment. Formative
assessment is considered with recognising the suitable way for improving the quality of
education. It also includes diagnostic testing. Formative assessment can be used as a
formal or informal process of assessment.
5

 Dynamic assessment-This form of appraisal can be used for language assessment , in
order to ensure that all the learners are capable of understanding the language used by
teacher for sharing information or teaching. Dynamic assessment support teacher in
recognising the abilities hat an individual learner possesses and their learning potential.
This form of assessment mainly focus on learning procedure and recognising the nature
of investment made by examiner. It supports teacher in development of appropriate
strategies or plans related to assist learner in development. In this form of assessment ,
educator is accountable for comparing the person performance on the assessment tasks
with the performance of other learners.
 Synoptic assessment- This form of assessment tool combines two or more modules of
study into a single category. It allows teacher to recognise the suitable techniques for
improving level of learners engagement in learning activities and motivate them to
develop the continuous learning attitude. Synoptic assessment also provides educator a
chance to utilise an appropriate approach for providing quality education to students or
learners (Simonson, 2014)
6.2 Analysing the effectiveness of assessment methods in terms of catering the individual needs
of learner
Assessment methods are considered to be as the strategy , tools or techniques which is
used by educator or teacher in order to gather useful information about the knowledge gained
by learner. In field of education the most effective method of assessment is that which motivates
and rewards effective teaching practices on the basis of knowledge gained by learners through
learning procedure. It is required by teacher to select such assessment method which helps them
in collecting the reliable as well as accurate information about learner. When selecting the
assessment method, educator should consider following factors such as objective of conducting
the procedure , importance of process , requirement of resources and usefulness of the result .
The formative assessment method is effective as it has focus on improving the quality of
education. Summative assertiveness is considered to be as the another suitable approach that
allows teacher to keep as well as maintain record learning or knowledge which is gained by
learners during the procedure. It also helps teacher in identifying the scope as well as father need
of development by nan individual. Summative assertiveness support teacher in identifying the
appropriate methods or techniques for improving teaching practices.
6

Diagnostic assessment is considered to be an effective tool as it enables learner to gain
memorable learning experience. Synoptic assessment is suitable form of assessment is assist
educator in identifying the level of knowledge gained by people learning in group. Personal
observation also allows teacher to measure the performance as well as behaviour of an individual
during learning activities or procedure. Another methods are survey , it supports teacher in
identifying the needs of learners , their leaning capabilities, strength and weaknesses. The
another method that can be used for diagnostic assessment are map/matrix. It is a tool which can
be utilised by teacher for match the student learning results to assessment methods. Map/matrix
assist educator in formulation or designing of suitable assessment plan (Lam, 2018)
6.3 Different types of assessment methods
With an objective of assessing the performance of students, the teachers can make use of
different assessment methods, which evaluates the performance of students, which further
indicates the outcomes generated from the learning style that has been adopted by the teachers,
for their students. There are four major types of assessments that can be taken into consideration
by the teachers to evaluate the performance of its respective students, which are explained in
detail as under: Formative assessment: This method of assessment is used by the teachers, either in
formal or informal way. As per the formal formative assessment, the teachers are
required to conduct tests for each and every student separately and allot marks to them as
per their learnings that have been generated from a particular learning style. An informal
way of formative assessment can be undertaken by the teachers during the process of
learning, by randomly asking questions to some students (Mastropieri and Scruggs,
2017). Summative assessment: This kind of assessment method is to be considered or
conducted at the end of an academic year, which includes the overall assessment of all
the students and their performance is graded or marked or ranked as per the leanings they
have undertaken in the teaching and learning process. Diagnostic assessment: This kind of assessment is to be considered by the teachers,
when they have to evaluate or assess the performance of their students individually, with
7

respect of identifying the areas of strengths as well as weaknesses of a particular student
and make strategies to improve them.
 Evaluative assessment: This kind of assessment involves the a comprehensive overall
evaluation of performance of students, in order to determine the effectiveness of the
learning style adopted by concerned teachers for those students.
The above mentioned are the four major assessment criteria to be adopted in evaluation
of performance of students, in order to measure the effectiveness of a particular learning style.
These methods can be used to determine the individual as well as group performance and enable
the teachers to recognise the strong as well as weak points of every individual student (Walder,
2017).
6.4 Questioning and generating feedback for learning styles adopted
With a view of evaluating the learnings that have been formed by students, through the
learning sessions planned by respective teachers, the teachers are required to conduct a
questioning session for their students, the response on which clearly indicates generated
understanding on the part of students. The various types of questions that can be asked by the
teachers are: Open questions: These type of questions are asked in order to promote the own
perceptions of students, relating to the topic that has been explained in the learning or
training process. The feedback or response generated shows the instinct result of the
learning style adopted. The effectiveness of such questions is felt by the active
participation made on the part of students in the session (Zeuch and Souvignier, 2017). Closed questions: These type of questions are asked as per the learning outcomes that
has been included in the training sessions. The feedback or response received from
students involves a wide range of understanding generated on the part of students relating
to the facts that have been included in the training sessions. Underpinned knowledge based questions: The teachers may ask underpinned
knowledge based questions to the students. These are those questions which evaluates the
basic information available with the students for the topic that have been included in the
8

training and learning session. The answers provided by students, enables the teachers to
determine whether the student base is strong or weak.
 Encouraging questions: These are those type of questions which involves with
encouraging the students with the topic included in learning sessions. These type of
questions enable the teachers to attract the students towards a particular raining
programme, by developing their interest in that session (Wesselink and Mulder, 2017).
The feedback received on the part of students highly indicates their generated interest for
the topic as a result of encouraging questioning techniques adopted by their concerned
teachers.
6.5 Assessment to meet internal and external requirements of students
In order to undertake an effective teaching, learning and training programme in a school
or class, the teachers are required to undertake the analysis of internal and external requirements
of students. A brief explanation of both these requirements of students are explained in detail as
under:
 Internal requirements assessment: These are the informal assessments that are taken
into consideration by the teachers on the part of each and every student individually.
These assessments are made on the basis of following factors:
 Language used by the students in answering any question orally.
 The listening capabilities of each student during the training and learning sessions
conducted by the teachers.
 Cross questioning done by the students with respect to a particular topic that has
been included in the teaching session.
 The behavioural aspect of the students during the lecture or training programme
adopted by concerned teachers.
These are the common bases, on the basis of which the teachers can assess the internal
training sessions required to be provided to each and every student of the class, individually.
 External requirements assessment: These are considered to be as the formal assessment
undertaken by the teachers to determine the training requirements for the concerned
9

students, in order to overcome the same. An external assessment of an individual student
can be undertaken with the help of following sources of assessments.
 Class Tests: The teachers may conduct an oral or written class tests, in order to assess
the requirements of training that is to be provided to an individual student.
 Quiz: A short mock test or quiz session, effectively enables the teachers to recognise
the learning sessions to be provided to every student.
 Journal writings: This is a popular form of assessment method, which is widely used
by teachers to determine the capabilities of students and their learning requirements.
Along with all these, another major form of external requirements assessment sources are
report writing and projects allotted to individual students.
6.6 Communicating the information generated from assessment
The information to be communicated in the context of assessment of students, is relating
to the evaluation of their performances in the training, learning and teaching sessions adopted.
The communication part involves providing data related to :
 Marks obtained by each candidate in the assessments conducted to evaluate their
performance.
 The opinion of teachers regarding the behavioural aspects of the students during the
training programmes conducted.
 The achievement on the part of every individual students either in terms of academic
standards or in terms of personal standards.
 Active participation generated on the counter part of each student during the questioning
sessions that have been undertaken by the respective teachers.
These information regarding the performance of students is generated, in order to
communicate the required and relevant data to other professionals. The other professionals in
this context includes:
 Other colleagues, i.e. other subject teachers may require this information with respect of
emphasising more on weak students.
10

 The higher authorities of the schools, i.e. management, principal and trustees, may
require these kind of information regarding the performance generated from the adopted
training sessions for the programmes. It is necessary to provide a relevant information to
these professionals, as they are the organisers of respective teaching as well as learning
programmes (Bruno and Dell’Aversana, 2018).
 Inspecting agencies which regulates the workings of educational institutes, requires these
information to ensure a proper educational facilities provided by the concerned institute.
 Awarding bodies, who represents awards to those who performed well in the teaching
and learning programmes that have been adopted by the teachers.
These are the professional bodies, which requires the information regarding the
performance of students, as a results of training session undertaken.
TASK 7
7.1 Ways in which the core elements of learning and teaching can be demonstrated
To deliver an effective learning and teaching programme to the students, the respective
teachers are required to plan the activities of the session in an efficient way, thus, a
demonstration of their activities is essential to be taken into consideration. . The various ways
which can be used by the teachers in order to demonstrate an effective training and learning
programmes are explained in detail as under: Effective discussion: The teachers are required to undertake an effective discussing
session with its students, relating to the topics or facts that are to be explained in the
concerned programme of teaching. This enables the students to develop an interest and
participate actively in those sessions. Along with students, an effective discussion also
enables the appointed teachers to conduct the training and learning programme in an
effective way. Presentations: In order to provide effective learning outcomes for students, the teachers
may undertake preparation of attractive as well as understandable power point slides of
presentation, which includes a comprehensive information about the topic in the form of
bullets, which is to be further elaborated by the teachers. These preparation of
11

presentation slides would enable the teachers to make the students understand each and
every aspect of the teaching session that has been undertaken.
 Conducting research: The educators are dealing with providing learning and training
sessions to the students, are required to delver an effective performance, which is a result
of efficient demonstration activities undertaken by those teachers. The teachers may
resort to enhanced and detailed research for the topics or facts that are to be included in
the learning sessions programmed for students (Chonjo, 2018). This research conducted
on the part of teachers, allows them to share a wide range of knowledge with students,
which further enhances their knowledge and performance.
7.2 Applying the minimum core elements of teaching and learning programme
The above mentioned are the ways in which an appointed teacher can demonstrate its
activities relating to a particular learning, teaching and training session adopted by that tutor.
Along with determining the ways of demonstration, the application of those ways is also of
utmost importance in the context of generating an effective learning outcome for the concerned
students. The implementation of above mentioned ways can be undertaken by keeping in view
the following essentials or points:
 The teachers should provide an effective opportunity for the evidences showcasing the
performance of students.
 The teachers are required to conduct an integrated research of performance delivered by
each an every student, to determine or evaluate their performance.
 The information included in the learning session must be relevant as well as useful for
the students in their future or career.
 Also, the teachers are required to undertake an assessment of internal and external
requirements of each student attending the conducted session, and accordingly, the
required training sessions are to be arranged for overcoming the weaknesses of each
individual student.
 Along with all these, the information provided must be integrated, i.e. the session should
include an overall description of all the related facts of education and learning
programmes conducted (Metzler, 2017).
12

TASK 8
8.1 The effectiveness of own practices in planning, delivering and assessing inclusive teaching
and learning to take account of the view of learner and others.
It is important to bring the effective planing for the purpose of time management which
brings the major task for the challenge faced in the personally planning, delivering and assessing
the effective teaching and learning for the learner and others. It can be done wit the help of
proper analysis of strength, weakness, opportunities and threat of my own skill of planing and
delivering and assessing the effectiveness of teaching and learning.
View of others on delivering in which the formal and informal feedback required from learner,
tutor or mentor observation feedback, learner satisfaction survey and inception can be done
respectively (Boud,2014). For the review of the feedback is it important to considered the own
learner and peers as well tutor and mentor observation on the effective learning and inclusion
teaching.
Effectiveness in assessing will help to achieving the objective or goals which have been
set for improving own learning. But is it is important to improver all the skill in the 6 to 8
months of time scale period. The various assessment requirement for achieving the objective and
goals with the proper resource utilisation for own learning. For that a self assessment review
required to be competed within time of period which will help to add value in the other and help
to achieve the data which is set up.
8.2 Identify the area for improvement in own practices planning, delivering and assessing
inclusive teaching and learning to take account of the view of learner and others.
At the time of teaching it is very much efficient that we are identifying in which
particular area changes or improvement would be required (Mastropieri and Scruggs, 2017). If
this is clear that it becomes easy for anyone to make the specified changes so that development
of personal individual is made easily. For the improvement area of own practice planning and
delivering of inclusive teaching and learning to take account of the view of learner and others it
would be important that we are doing the self appraisal. After this I have confronted that there
are certain changes which should be inbuilt in myself which are like that of better
communication skills, learning habits and critical analysis of things.
13

Better communication skills- this is the most effective part as interacting with all people who
are around is very essential. So I should be having good speaking, listening and interacting skills
this would be helping me in my career and personal development plan.
Learning habits- I must be trying to grabbing important things which are around me like good
habits of other people or trying to understand what they are saying. This will be aiding on to my
personality and enabling me to learn things which I'm having no certain knowledge of.
Critical analysis- this is also one of the crucial factor of my learning as teacher which means
that I'm able to analysis and then judge the things which are coming into contact with me. This
would be enabling me to build up my thinking and judgemental power so that things which are
happening around me are known to me and I could easily tell that what is wrong and what is
right.
CONCLUSION
The project has concluded that assessment is the activity that assist teacher in recognizing
the knowledge gained by learner during learning process. It also provides educator a chance to
identify the area as well as scope in teaching practices. Assignment has highlighted the same
methods that can be sued by educator for assessing the understanding level of students. The
report has also clearly explained the forms of assessment and objectives for the same. It has been
concluded from the project that learning as well as teaching assessment have focus on the
development of skills as well as competencies which is essential in order to achieve desired
outcomes. It has been suggested by the study that , educator or teacher should identity the
learners needs. As this will help teacher in providing suitable guidance and quality education to
student. It will also support teacher in planning as well as designing lessons.
14

REFERENCES
Books and Journals
Boud, D., 2014. Peer learning in higher education: Learning from and with each other.
Routledge.
Bruno, A. and Dell’Aversana, G., 2018. Reflective practicum in higher education: the
influence of the learning environment on the quality of learning. Assessment & Evaluation
in Higher Education. 43(3). pp.345-358.
Cham.Corno, L., 2015. Handbook of educational psychology. Routledge.
Chonjo, P. N., 2018. The quality of education in Tanzanian primary schools: An assessment of
physical facilities and teaching learning materials. Utafiti Journal. 1(1).
Higgins, M., Morton, A.E. and Wolkenhauer, R., 2018. (Re) conceptualizing preservice
teacher supervision through duoethnography: Reflecting, supporting, and collaborating
with and for each other. Teaching and Teacher Education. 69. pp.75-84
Lam, R., 2018. Promoting Self-Reflection in Writing: A Showcase Portfolio Approach. In
International Perspectives on Teaching the Four Skills in ELT (pp. 219-231). Palgrave
Macmillan,
Mastropieri, M. A. and Scruggs, T. E., 2017. The inclusive classroom: Strategies for effective
differentiated instruction. Pearson.
Metzler, M., 2017. Instructional models in physical education. Taylor & Francis.
Rowley, C., Fook, J. and Glazzard, J., 2018. Adopting a student-led pedagogic approach
within higher education: the reflections of an early career academic. Reflective Practice,
19(1), pp.35-45.
Simonson, M., 2014. Teaching and learning at a distance: Foundations of distance education.
IAP.
15

Sweeney, T.A. and Nielsen, B., 2018. Using a Developmental Assessment Rubric to Revitalise
Stakeholder Conversations in Professional Experience. In Educating Future Teachers:
Innovative Perspectives in Professional Experience (pp. 137-156). Springer, Singapore.
Walder, A. M., 2017. Pedagogical Innovation in Canadian higher education: Professors’
perspectives on its effects on teaching and learning. Studies in Educational Evaluation.
54. pp.71-82.
Wesselink, R. and Mulder, M., 2017. Models and principles for designing competence-based
curricula, teaching, learning and assessment. In Competence-based Vocational and
Professional Education (pp. 533-553). Springer, Cham.
Zeuch, N. and Souvignier, E., 2017. Assessing teachers’ competencies to read and interpret
graphs from learning progress assessment: Results from tests and interviews. Learning
Disabilities Research & Practice. 32(1). pp.61-70.
16