The most fundamental concept about learning cannot be made without the idea of teaching and assessment. Unskeptically learning is constructed and controlled by pupils. Without teachers’ willingness to engage with the curriculum and pupils’ developing range of cognitive competencies and experiences, learning cannot proceed. …
Informal or regular assessment is usually followed in classrooms because teaching often consists of frequent switches in who speaks and who listens, and teachers make many of their decisions within one second. In such a rapidly changing environment, where teachers have to think on their feet and are denied the luxury of hours of reflection over each of their pedagogic choices, assessment has to be carried out on the move. That is why so much informal assessment is often barely perceptible as the flow of the lesson continues, since it is neatly interlaced with normal-looking instruction and activities. Indeed, many teachers would not even regard the common question, ‘Is anybody not sure what you’re supposed to do?’ as assessment, but it is, informing the teacher of which pupils might need individual help before starting on the task in hand. Bennett has explored a large number of theories relating to pupil learning, teaching and assessment, and believes these theories has a lot more to do mainly on psychology rather than teaching and learning, Bennett offers an explanation of the ambivalence sensed by teachers in their quest to identify these theories which effectively inform their practice. He advances the notion that theories take limited account of the complexities of classroom life. The potential value of such theories seems, therefore, to be marginalized by teachers. ...
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