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ight otherwise be construed as the rote learning of eye-hand coordination, into something meaningful.

I don't know that much academic rote learning could easily be converted into video games.  Frequent, informal 'quizzing' -- admittedly nowhere near as much fun as Pacman -- provides good feedback.  With computers, feedback can be used to alter lessons to emphasize practice of weak skills, as in many of the typing-tutor programs.

But, with non-rote, intrinsically meaningful learning, feedback can certainly be made more immediate and continual by engaging students in meaningful projects and simulations.  If the material is without doubt meaningful, the student will be intrinsically motivated to do better, which in turn means he or she will be motivated to notice and even seek out detailed feedback. In other words, if you care about what you're doing, 'testing' takes care of itself.

The most important feedback is actually from my students themselves. For example, what aspects of their learning are they enjoying or how are they responding to the learning materials and resource that they are utilising. Feedback must be given in order to progress to competence and the student has a right to give feedback too. Reece and Walker write:

'Alternatively, you can ask students themselves what kind of feedback they want. If it is what they have asked for, they will be motivated to take it more seriously. They are in the best position to know what their difficulties are and to judge what kind of feedback is helpful.' (Reece and Walker, 2000, p470).

学习评估和教学评价——Assessing learning, evaluating teaching

In order to assess learners, evidence of performance and knowledge is required. It is important to be clear what the fundamental difference is between evidence and assessment. Although the two terms are often considered to be virtually synonymous when used in common language, they have radically different connotations when used in an educational or training context.

By assessment we mean those activities that are designed to measure learner achievement brought about as a result of an instructional programme of some sort. Evaluation, on the other hand, refers to a series of activities that are designed to measure the effectiveness of the instructional system or a section or component thereof.

Clearly, the two processes are fairly closely related, since the results of student assessment constitute one of the most important sets of data that should be taken into account in the evaluation of any course or curriculum. Both are also closely related to the educational objectives/learning outcomes of the course or curriculum, since they are both basically concerned with determining the extent to which these have (or have not) been achieved. Feedback obtained from the results of properly designed assessment and evaluation procedures often demonstrates a need for changes in the objectives or learning outcomes of the course or curriculum, as well as in the methods adopted for trying to achieve these.

'Assessment helps children learn by providing them with feedback so they know what they have achieved and how they can improve; enabling them to judge and take responsibility for their own learning; providing encouragement; and helping to develop 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。