Melissa Campbell 48619485
AED3701 Ass 2
, Question 1
1.1
1.1.1 False
Assessment in learning can take the form of informal and formal assessment. It does
not focus on the end results of learning, but on the whole process. The learning
outcomes, content and learning activities are thus also important.
1.1.2
True
1.1.3
False
The cognitive level of thinking, languages, ethnic groups, diverse viewpoints, and
varied backgrounds make each classroom a heterogeneous environment. To ensure
inclusivity in assessments, teachers must consider the diverse classroom and
develop formal and informal assessments that cater to all students. It is important to
plan thoroughly for these assessments.
1.1.4
True
1.2
1.2.1 Self-Assessment
1.2.2 Continuous Assessment
1.2.3 Baseline Assessment
1.2.4 Peer Assessment
1.3
• A memorandum
• A checklist
• A grid
• A Rubric
Question 2
2.1
AED3701 Ass 2
, Question 1
1.1
1.1.1 False
Assessment in learning can take the form of informal and formal assessment. It does
not focus on the end results of learning, but on the whole process. The learning
outcomes, content and learning activities are thus also important.
1.1.2
True
1.1.3
False
The cognitive level of thinking, languages, ethnic groups, diverse viewpoints, and
varied backgrounds make each classroom a heterogeneous environment. To ensure
inclusivity in assessments, teachers must consider the diverse classroom and
develop formal and informal assessments that cater to all students. It is important to
plan thoroughly for these assessments.
1.1.4
True
1.2
1.2.1 Self-Assessment
1.2.2 Continuous Assessment
1.2.3 Baseline Assessment
1.2.4 Peer Assessment
1.3
• A memorandum
• A checklist
• A grid
• A Rubric
Question 2
2.1
