Assessment does not stand outside teaching and learning but stands in Essay

discernment does not stand outside teaching and learning but stands in dynamic - Essay patternInformal or regular assessment is usu anyy 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 fill to think on their feet and ar 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 obvious 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 third estate question, Is anybody not sure what youre supposed to do? as assessment, but it is, informing the teacher of which pupils king need individual help before starting on the task in hand. Bennett has explored a cosmic number of theor ies relating to pupil learning, teaching and assessment, and believes these theories has a lot much to do mainly on psychological science rather than teaching and learning, Bennett offers an explanation of the ambivalence sensed by teachers in their quest to identify these theories which in effect 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.In citing Doyles work, Bennett indicates that classroom environments are complex places in which teachers and pupils adapt to each opposite and where the created environment impacts on them both. The classroom environment is built by the way of communication between teachers and pupils. Doyles perplex of classroom learning processes proceeds on the assumption that learning is a covert, intellectual activity which proceeds in the socially complex, potentially rich environment. If this perspective relates to teachers experiences in carrying out their role then there are clear restrictions to the applications of many theories of learning to teaching contexts. (Dunn, 2002)Identifying the prominence of complexity by no means excuses prudent exploration of the issues. It is recognised that one of the aims of schooling is to promote pupil learning yet it is not all agreed about what should be prioritised to comprise such learning. Further more, there remains considerable noise as to how learning occurs. It might be said that since the adoption of the National Curriculum we are closer to agreeing what should be learnt. However, the ways in which learning occurs seems to be rather side-tracked from what are identified as more pressing mechanisms for teaching curriculum content with the main aim of measuring and raising standards.