Formative Assessment UNIT 2

What is the primary aim of formative assessment?

• To guide learning during the process

• To measure learning at the end of a course

• To provide grades for students

• To compare students against each other

Which of the following is NOT a characteristic of formative assessment?

• It provides feedback for improvement

• It measures final outcomes

• It occurs during the learning process

• It is often ungraded

What does 'assessment for learning' focus on?

• Standardized testing

• Providing final evaluations

• Improving teacher and student knowledge of progress

• Grading students

Which of the following best describes 'assessment as learning'?

• It involves self-reflection and self-monitoring

• It focuses on grading students

• It is conducted at the end of a course

• It is primarily for teacher evaluation

What is a key feature of effective feedback?

• It should be vague to avoid discouragement

• It should be focused on personality traits

• It should be specific and actionable

• It should be given only at the end of a term

Which feedback category is considered most beneficial for student learning?

• Passive/Constructive

• Active/Destructive

• Passive/Destructive

• Active/Constructive

What does the acronym SMART stand for in educational goal setting?

• Specific, measurable, achievable, relevant, time-oriented

• Simple, measurable, achievable, realistic, time-bound

• Significant, meaningful, attainable, realistic, target

• Structured, measurable, actionable, relevant, timely

What is the purpose of entry and exit slips in the classroom?

• To assign grades to students

• To provide informal feedback on learning

• To summarize the entire course

• To evaluate teacher performance

Which of the following is a method used in peer assessment?

• Teacher evaluations

• Self-reflection journals

• Group discussions for feedback

• Standardized tests

What is the main focus of self-regulated learning?

• To improve grades through external motivation

• To make students responsible for their own learning

• To provide teachers with more control

• To limit student involvement in assessments