Which of the following features is incoherent with formative assessment?
(a) Questioning
(b) Feedback
(c) Probing
(d) Examination
Which one of the following can be used by teachers as part of informal assessment strategies during the teaching and learning?
(a) Observation
(b) Homework
(c) Test
(d) Presentation
Which of the following types of assessment allows a teacher to observe learners' learning struggles immediately?
(a) Informal
(b) Formal
(c) Criterion-referenced
(d) Norm-referenced
Which of the following kinds of intelligences refer to a person's ability to work well with personal deadlines and goals?
(a) Intrapersonal
(b) Interpersonal
(c) Visual
(d) Musical
Which of the following types of intelligence refers to a person's ability to come up with a hypothesis on the spot and even goes on to prove them?
(a) Visual
(b) Interpersonal
(c) Logical mathematical
(d) Linguistic
Which type of assessment is used to determine an individual student's own performance?
(a) Criterion-referenced assessment
(b) Norm-referenced assessment
(c) Diagnostic assessment
(d) Baseline assessment
Answer (2)
Examination is inconsistent with formative assessment methods such as questioning, feedback, and probing. Observation is a key informal strategy for assessing students during their learning process. Intrapersonal intelligence relates to personal goal management, while logical-mathematical intelligence pertains to hypothesis testing.
;
1.12 The feature incoherent with formative assessment is (d) Examination.
Formative assessment is designed to provide feedback during the learning process to improve and guide future learning. It includes questioning, feedback, and probing, which help in understanding and improving student learning. Examinations, on the other hand, often serve as summative assessments, providing a final evaluation of student performance rather than ongoing guidance.
1.13 The strategy part of informal assessment is (a) Observation.
Informal assessment strategies are used by teachers to monitor student learning in a casual and flexible manner throughout the learning process. Observation allows teachers to assess students spontaneously and naturally without the need for structured evaluations like tests or formal presentations.
1.14 The type of assessment that allows a teacher to observe learners' learning struggles immediately is (a) Informal.
Informal assessment involves techniques like classroom observation, discussions, and questioning that allow teachers to quickly identify and respond to student struggles in real time, adjusting their teaching to meet students' needs effectively.
1.15 The type of intelligence that refers to a person's ability to work well with personal deadlines and goals is (a) Intrapersonal.
Intrapersonal intelligence involves self-awareness and the ability to regulate one's own life effectively. People with high intrapersonal intelligence are typically good at setting personal goals and managing their own motivation and emotional responses, enabling them to meet deadlines efficiently.
1.16 The type of intelligence that refers to a person's ability to come up with a hypothesis on the spot and even go on to prove them is (c) Logical mathematical.
Logical-mathematical intelligence is characterized by strong problem-solving skills and the ability to think conceptually and abstractly, enabling someone to formulate and test hypotheses logically and effectively.
1.17 The type of assessment used to determine an individual student's own performance is (a) Criterion-referenced assessment.
Criterion-referenced assessments measure a student's performance against a set pre-determined criterion or standard rather than against the performance of other students. This assessment type focuses on evaluating whether a student has achieved specified learning objectives.
