Introduction:
Indeed, the contribution of micro-teaching in teacher education technique is extremely significant and effective. This super technique of teacher training program provides a variety of opportunities to trainee teachers to deliver pedagogical based knowledge plus subject based knowledge into their teaching practices. Also, it helps them in a way that they achieve a clear picture of their teach-ing skills, and professional standards for example, lesson planning, delivery of the lesson, asses-ment of the lesson, feedback from the pears and the most important which is self-evaluation. In order to achieve an effective learning, the need of appropriate teaching and learning assessment environment is fundamental. Other than the equipment resources and venue there is a variety of learning contexts are involved in it, for example the quality of support you offer to student or learner, the environment  and it may include a suitable classroom setup. An effective learning is a learning in which you know how to teach a particular subject and know that what are the appro-priate tools to asses it. The patience and enthusiasm for a subject can help learners, by means of motivating them to learn more about that specific subject. A trainee teacher’s professionalism tells how effectively subject can be delivered and assessed and also make sure that the student have provided a well determined environment where they feel safe, secure, valued and confident. To create an active and strong engagement of a learner with a subject during a lesson should be the most important aim of a trainee teacher, as ‘’it is not just about teaching, it is mainly about the learning that take place as a result’’ (Gravells, 2014). A successful teaching activity mainly depends learners’ achievements and progress, and the key tool to measure learner’s achievement and pro-gress is assessment. Without assessing learners, a trainee teacher won’t be able to know that what has been learnt. As long as the concept of effectiveness concern for a trainee teacher, some re-searchers has defined it by the achievement or progress of a student while the others spell it out in terms of supervisor’s higher rating of performance. Some of them still relying on comments coming from peers and administrators. According to Cruickshank and Haefele (2001) an effectiveness of a teacher can be measured at various times in terms of being ideal analytical, dutiful, competent, expert, reflective, satisfying, diversity-responsive and respected. Sometime the outside variable makes it challenging to measure the potential of teacher’s effectiveness. Regardless of those com-plexities, the effectiveness of a teacher can put a long lasting and extraordinary impact on stu-dents’ progress (Stronge, 2018). There is no doubt that  assessment can play a crucial role in learn-ing culture, teacher practice approaches of a trainee teacher should be reflected in the assessment process of assessment. (Lim Hooi Lian1, September 26, 2014) The objective of this essay is to ex-plain the effectiveness of the assessment and analysis in comtemporary pedagogical practices. 
Discussion:
Human nature is to search for the magical fix. We normally scanning newspapers, watching TV pro-grams in order to confront the product which can dramatically change our life style. Through sev-eral decades, the learning of human brain is a wondered, it is a mystery of what is the connection between the physical object (which is our brain) and substantial informational, knowledgeable and emotional world (what we have in our mind)? How our brain deals with usual and unusual strate-gies? A straight forward answer to these questions is not very easy but can be explain as, a process of modifying existing or acquiring new, knowledge, skills, understanding, behaviours, values, or preferences about learning that is way we admit that ability to learn is possessed by humans, and makes them different from another creature. (Lim Hooi Lian1, September 26, 2014) The curiosity about pedagogy/teaching is an intellectual tool of a good teacher training education, and this curi-osity needs strategies, techniques and assessment of values and beliefs that the teacher deploys. Pedagogy is a combination of interpretive and generative structure. By this I mean that pedagogy is actually an instructional theory of practice which provides a knowledge of how to think about edu-cational activities, behaviour and manners in a class room setup. The theory of interpretive of ef-fective teaching practices allows a trainee teacher to introduce a virtuous realization of classroom setup that emerges in learning activity. As long as the generative framework concerns it make a sense of bringing personal development with learning achievement of the peers. Although it is doubtless that the description of word pedagogy in education is not very easy task as it includes numerous dimensions of professional knowledge. for example, a trainee teacher has his/her own standards of instructional conveyance, his/her theories of learning and development, his/her un-derstanding of students thinking to and how to motivate their thinking, his /her way of measuring peers understanding of the lesson. Pedagogy is not only holistic theory of teaching and learning but is it a knowledge of putting in a system of activities in order to achieve development and accom-plishment of student’s learning. (Jr., 2002) Pedagogy is the act of teacher education in which there is interaction between teacher, student and learning tasks and environment. A pedagogical ap-proach can make and justify numerous types of decisions of teaching and learning. It involves activ-ities that makes visible changes in process of learning. According to Watkins and Mortimore peda-gogy is a conscious activity designed by a teacher in order to enhance students learning. Bernstein, defined pedagogy ‘as a process of assistance in which a teacher introduces or update the existing form of conducting knowledge and deliver it to the learner. Bernstein focused two pedagogy mod-els (i) a teacher’s organizational skills, management skills, the way of responding to the students. (ii) an appropriate theoretical framework that can explain the understanding of different pedagog-ic approaches: (Mortimore, 1999)
Pedagogical strategies of a teacher about learning mostly depend on their thinking, ideology, de-livery of the lesson and practice approach in order to encourage students to feel secure. An effec-tiveness of pedagogy depends on the approach of a teacher to develop the learning of a student, in other words effective pedagogy teaching activity that establish a remarkable engagement of a stu-dent with content, develop some measurable and observable change in the student.  (Mortimore, 1999). This century needs an effective curriculum that has a capacity to reflect a range of ideas, high standard of teaching, learning and assessing, the use of technology and a strong understand-ing of the subject matter. It also requires a good and progressive environment to enhance students learning. To explain the theory and power of education.   Mary James, Andrew Pollard have pre-sented some core principles of effective pedagogy i.e. (i) To Provides learning for life (ii) engage-ment of a student with assessment type knowledge (iii) recognition of prior learning or experience of a student (iv) an appropriate design of assessment that can achieve maximum learning out-comes (v) in order to enhance the achievement of a learning by building a relationship with others people for learning purposes (vi) promotes active learning (vii) a recognition of the significance of informal learning.  (Mary James, 11 Jun 2014)  
A teacher’s objective, ideas, thinking and delivering the content are pedagogic approaches. These pedagogical approaches are the fundamental key stones that encourage professional development of a trainee/initial teacher. The aim of contemporary pedagogical approaches is to improve stu-dent’s skills, understanding and motivation, also, the curriculum should reflect a student-centred learning approach rather than teacher-centred. There are different theories of pedagogy such as behaviourism and social constructivism, these learning theorical approaches are less explicit learn-ing techniques. 
Thorndike (1911) and his fellows worked for very first time on Behaviourism as a theory of peda-gogy, in this theory with a consistent support a student gets rewards for even a small step of learn-ing or achievement. The theory was quite dominant during 1960s – 70s. afterword’s this theory has been challenged by social learning theory, in which the learning was observation-based.  However, in behaviourism a teacher transfers the knowledge according to the curriculum, according to some controlled approaches. controlled in a that the assessment criteria in this approach is exam-oriented where there is not any type 0of direct involvement of the teacher. Behaviourism approach does not expect highly qualified and skilled teachers, including time efficient and does not cost a lot. But on the other side of the coin this approach does not include students with their personal individual differences and at the end, the teacher does not get any appropriate idea of students understanding.  (Salvi, December 2013). Later on, Piaget (1896) presented a new theory of con-structivism to develop a structural learning activity in order to explore the environment based on their existing cognitive schemes. The key core of this approach is that the learner is an active partic-ipant in the process of learning and a teacher has to take the responsibility to facilitate the process of learning and establish a strong relationship between constructivism and teaching practice. Sjoberg (2007) define a key factor of constructivism in that is, the contractive approach of learning is something that is done by a learner, it is not something to imposed on a learner. (Sithara YJN Fernando1 & Faiz MMT Marikar1, 2017) The learns exhibit actively their existing cognitive schemes in order to explore the environment which provides them an adequate platform to acquire new learning by dealing with new situation, conditions, and problems or provide learner to update or modify their cognitive schemes.  (Salvi, December 2013)  
The term social constructivism is nothing but a learning that examine the knowledge of the world develop by individuals.  The theory of constructivism conclude that the knowledge and under-standing are develop with the help of other individuals. The significant factor of this theory is (i) the individuals justify their cognitive schemes by establishing a link with social world and (ii) the individual’s belief in the language which is a most important source that construct reality.  Accord-ing to Social constructivists a significant and meaningful learning only occurs when learners (indi-viduals) create an engagement with social activities i.e. interaction and collaboration. (Asl, 30 April, 2015 ) The skill of erecting conditions for learning and assessing the learning is a powerful key task in the field of teaching. The process of learning is a powerful paradox.  In the interest growing stu-dent/peers’ skills the motivation should move towards student-cantered learning from along with constructive learning approaches.  In the culture of learning the assessment plays a vital rule and   method of assessment should reflect individual’s learning and understanding.