Module 3 Quiz (Assessments)

What is true about standards-based assessment?

• 1. All exercises must be graded.

• 1. Assessments must be linked to specific standards/unit outcomes/lesson objectives.

• 1. Assessments must be linked to specific standards/unit outcomes/lesson objectives.

• 1. Learners’ participation is considered part of the assessment in recognition of their continuous efforts.

• 1. Conclusions on learners’ ability are based on specific and relevant evidence of learning.

Observation is one of the most common assessment strategies that teachers use in Kindergarten. During a typical day, Kindergarten teachers continually watch, listen and interact with their students to determine what they are doing and how they are doing it. Observations are effective when:

• 1. they are linked to learning expectations as stated in the lesson objectives.

• 1. they are documented (e.g. in the form of annotation, checklist, journal, etc.).

• 1. records of a child’s progress are dated, organized and maintained.

• 1. All are correct.

Match the type of assessments with its purpose.

• A. focus on continuous assessment and im

• 
• B. aim to evaluate student success or ma

• Formative assessments

• Cute cat

• Summative assessments

Which of the following DOES NOT follow the “assess-what-you-teach” principle? You can choose more than one option.

• 1. In one unit on the topic “Family”, learners learn about the present simple, prepositions of location, and singular and plural nouns. Teacher A wants to assess whether his learners have achieved the outcomes of that unit, so he designs an activity in which learners will ask each other several personal questions about name, age, family members, daily routine, place of living, likes and dislikes, school subjects, and personal ability.

• 1. Teacher B develops a marking criteria for one speaking project for Alvin students (Stage 1 – Standard Track). He includes the following criteria: Pronunciation, Grammar and Vocabulary, Linking ideas, Presentation skills, Teamwork skills.

• 1. At the end of a lesson whose topic is centered around means of transport, teacher C conducts a vocabulary game in which he shows learners pictures of different vehicles, and learners say the words.

Match the assessment strategies with their descriptions.​ ​ ​

• Student’s own assessment of his/her pers

• Portfolio

•  A selective, reflective and collaborati

• Observation

• An on-going record of what a student doe

• Learning log

•  Assessments of student performance by f

• Peer assessment

• The process of systematically viewing an

• Self-assessment

What is correct about evidence of learning? You can choose more than one option.

• 1. Everything that happens in a classroom can be potential evidence of student learning.

• 1. Evidence of learning can be collected and managed with various recording and tracking tools.

• 1. Evidence of learning must be stored and easily accessed by teachers and school managers.

• 1. Teachers must plan what evidence of learning should be collected prior to the lesson.

• All are correct

Parents should be an audience for assessment results. What should teachers do when reporting student progress? You can choose more than one option.

• 1. explain assessment techniques

• 1. provide information on student performance in relation to the learning expectations (standards, unit outcomes, lesson objectives)

• 1. suggest specific strategies to promote growth

• 1. focus on one aspect of student learning at a time.

A summative assessment can be used formatively.

• True

• False

An assessment conducted at the end of a unit always have a summative purpose.

• True

• False

In one lesson, students have learned words about colours and school objects. The teacher gives students a sample short poem:

“We are drawing a bag

We can paint it red.”

The teacher will then ask students to replace the words “bag” and “red” with other words that they have learned in the lesson.

Which of the following lesson objectives is the above activity linked to?

• Learners will be able to write short phrases to describe school objects.

• 1. Learners will be able to write familiar words about school objects and colours.

• 1. Learners will be able to describe school objects, using common adjectives about size, shape, colour.