EED2601 ASSIGNMENT 1 SEMESTER 1 2026 -
DISTINCTION
Unit 3 - The Role of Assessment QUESTIONS WITH WELL
VERIFIED ANSWERS
How do you think this graphic describes the relationship between formative and summative
assessments?
Each of the elements of formative assessments should align with what students will need to
know, think, and do as part of their summative assessment.
assessment
The wide variety of methods or tools that educators use to evaluate, measure, and document
the academic readiness, learning progress, skills acquisition, or educational needs of students.
High-stakes assessments
Standardized tests for accountability to federal, state, or local government agencies concerning
measurement of effective teaching practices
Pre-assessments
Establish a baseline for educators to then measure learning progress during a reporting period
Formative assessments
In-process evaluation of student learning; feedback gained informs instructors of what students
are and are not learning so that teaching strategies may be adjusted as needed
Summative assessment
Evaluate student learning at the conclusion of a learning unit
As students file into the classroom, Ms. Kalani greets each student, then gestures to the
whiteboard, where an assessment question is displayed. "All right students, as we start this new
,unit, I'd like to see who did the reading last night and what you thought about it. Put up your
things, and take out a sheet of paper and something to write with. I would like you to write
down an answer to this question on the board to find out what you know about the topic. Then,
we are going to investigate it further."
Which type of assessment does this activity represent?
Pre-assessment
Why should teachers align assessments of student learning to learning objectives?
To ensure the assessment is appropriate for the learning planned
Explain how the purpose of formative assessment can change over the course of a unit of study.
At the beginning of a unit of study, a teacher can use formative assessment to determine what
prior knowledge students bring, what needs students have that will inform the way they should
be instructed, and what should be taught. As instruction continues, assessment is used to
monitor student progress and to inform teachers about how to modify curriculum or instruction
to meet student needs. Additionally, teachers can see what students are retaining, which
instructional strategies are working, and how students might be able to apply their learning in
other subjects.
Ms. Turay is concerned that a small group of students in her math class is falling behind in the
coursework.
Which type of formative assessment would provide immediate feedback about her students'
understanding while respecting their anonymity?
Exit slip: At the end of class, students provide a quick, written answer to a question provided by
the teacher. The teacher reviews them to gauge student learning of the concepts taught.
Ms. Kalani is beginning a language arts unit that will introduce readers to the concept of how
characters are developed in a literary work, based upon their character traits. The lesson
learning objective is, "Given a description of a character's actions, words, or thoughts, students
will identify an applicable character trait and provide supporting details in a written response,
scoring a level 3 or higher on the writing rubric."
Ms. Kalani would like to start the lesson by gaining a sense of how much her students know or
understand about the traits of characters in a story, and how that adds meaning to how the
story develops.
, Which formative strategy will assess her students' prior knowledge of the traits of a character in
a story?
Ms. Kalani reads an excerpt from a short story and asks students to write down a character trait
of the protagonist and explain their answers.
Which activities are examples of summative assessments?
Projects and high-stakes tests
Formative assessments are assessments used to check student progress and learning and also
to________________.
evaluate the curriculum and teacher instruction
Types of formative assessments include______________.
verbal feedback, checks, and self or peer assessments
Formative assessment performance is a good predictor of_________________.
student summative assessment performance
What is an important consideration when planning feedback to give students?
Not all feedback is productive.
A teacher tells a student, "You completed steps 1-5 correctly, but step 6 had some issues. Let's
compare your work to this example so you will see where your calculation went off track."
Be as specific as possible.
Following an activity in which students read a passage to express voice tone and inflection, the
teacher says the following: "Before we move on, take 2-3 minutes to share peer feedback with
your partner and compare their performance to the grading rubric you were each provided."
Give immediate feedback.
A science teacher provides the following feedback: "Each of you is making great progress with
your DNA models. Just ensure that you focus not only on the shape but also on the component
parts and their positions. That is just as important as the double helix and will account for a
larger percentage of your grade."
Address the learner's advancement toward a goal.
DISTINCTION
Unit 3 - The Role of Assessment QUESTIONS WITH WELL
VERIFIED ANSWERS
How do you think this graphic describes the relationship between formative and summative
assessments?
Each of the elements of formative assessments should align with what students will need to
know, think, and do as part of their summative assessment.
assessment
The wide variety of methods or tools that educators use to evaluate, measure, and document
the academic readiness, learning progress, skills acquisition, or educational needs of students.
High-stakes assessments
Standardized tests for accountability to federal, state, or local government agencies concerning
measurement of effective teaching practices
Pre-assessments
Establish a baseline for educators to then measure learning progress during a reporting period
Formative assessments
In-process evaluation of student learning; feedback gained informs instructors of what students
are and are not learning so that teaching strategies may be adjusted as needed
Summative assessment
Evaluate student learning at the conclusion of a learning unit
As students file into the classroom, Ms. Kalani greets each student, then gestures to the
whiteboard, where an assessment question is displayed. "All right students, as we start this new
,unit, I'd like to see who did the reading last night and what you thought about it. Put up your
things, and take out a sheet of paper and something to write with. I would like you to write
down an answer to this question on the board to find out what you know about the topic. Then,
we are going to investigate it further."
Which type of assessment does this activity represent?
Pre-assessment
Why should teachers align assessments of student learning to learning objectives?
To ensure the assessment is appropriate for the learning planned
Explain how the purpose of formative assessment can change over the course of a unit of study.
At the beginning of a unit of study, a teacher can use formative assessment to determine what
prior knowledge students bring, what needs students have that will inform the way they should
be instructed, and what should be taught. As instruction continues, assessment is used to
monitor student progress and to inform teachers about how to modify curriculum or instruction
to meet student needs. Additionally, teachers can see what students are retaining, which
instructional strategies are working, and how students might be able to apply their learning in
other subjects.
Ms. Turay is concerned that a small group of students in her math class is falling behind in the
coursework.
Which type of formative assessment would provide immediate feedback about her students'
understanding while respecting their anonymity?
Exit slip: At the end of class, students provide a quick, written answer to a question provided by
the teacher. The teacher reviews them to gauge student learning of the concepts taught.
Ms. Kalani is beginning a language arts unit that will introduce readers to the concept of how
characters are developed in a literary work, based upon their character traits. The lesson
learning objective is, "Given a description of a character's actions, words, or thoughts, students
will identify an applicable character trait and provide supporting details in a written response,
scoring a level 3 or higher on the writing rubric."
Ms. Kalani would like to start the lesson by gaining a sense of how much her students know or
understand about the traits of characters in a story, and how that adds meaning to how the
story develops.
, Which formative strategy will assess her students' prior knowledge of the traits of a character in
a story?
Ms. Kalani reads an excerpt from a short story and asks students to write down a character trait
of the protagonist and explain their answers.
Which activities are examples of summative assessments?
Projects and high-stakes tests
Formative assessments are assessments used to check student progress and learning and also
to________________.
evaluate the curriculum and teacher instruction
Types of formative assessments include______________.
verbal feedback, checks, and self or peer assessments
Formative assessment performance is a good predictor of_________________.
student summative assessment performance
What is an important consideration when planning feedback to give students?
Not all feedback is productive.
A teacher tells a student, "You completed steps 1-5 correctly, but step 6 had some issues. Let's
compare your work to this example so you will see where your calculation went off track."
Be as specific as possible.
Following an activity in which students read a passage to express voice tone and inflection, the
teacher says the following: "Before we move on, take 2-3 minutes to share peer feedback with
your partner and compare their performance to the grading rubric you were each provided."
Give immediate feedback.
A science teacher provides the following feedback: "Each of you is making great progress with
your DNA models. Just ensure that you focus not only on the shape but also on the component
parts and their positions. That is just as important as the double helix and will account for a
larger percentage of your grade."
Address the learner's advancement toward a goal.
