抄録
Effective assessment at each step of teaching-learning process, in other words, formative assessment, enables teachers to identify student's learning needs. Providing appropriate feedback by teacher is also a key feature to achieve optimal teaching-learning process. In this study, we begin with reviewing teacher-learner models based on control theory of engineering. We then review the models of skill acquisition ranging from educational study to neuroscience studies. Specifically, the research evidence related to the different types of skill acquisition and their effectiveness in terms of promoting optimal student learning are discussed. Finally, we propose a model of teacher - student model based on control engineering approach. The result indicates that the feasibility of this approach, and that the model need to be further investigated.
