What dimension of formative assessment should be clearly identified and communicated to students and should help the students make connections within a larger sequences?

• Learning Goals
• Success Criteria
• Feedback
• Learning Criteria

In a learning goal students understand their unintended learning of a lesson and they are better prepared to engage with the content and their learning is postively impacted.

• True
• False

What dimension of formative assessment is clearly identified and communicated to students so they can understand what qualitly work actually looks like and are more able to demonstrate their own learning?

• Learning Goals
• Success Criteria
• Learning Target
• Assessments

At the higher levels criteria for success are integrated into the lesson and are accessible to the teacher and supports his/her learning.

• True
• False

When creating task and evidence to elicit evidence of learning during formative assessment why do teachers use a range of tasks and activities?

• To engage the students.
• To collect relvant evidence of student thinking.
• To prevent down time.
• To collect artifacts to use for a grade.

What are some tasks and activites a teacher could use to elicit evidence of learning for formative assessment?

• Discuss
• Discuss

What is the teachers main focus for the dimension of formative assessment  “Questioning”?

• Teachers focus to collect samples of students’ progress through questioning.
• Teachers focus to collect evidence of students’ progress through questioning.
• Teachers focus to assess students’ progress through questioning.
• Teachers focus to assess students learning through questioning.

Students should be provided with ongoing feedback that helps them develop ideas and understanding of the content. When should teachers provide ongoing feedback?

• In the beginning of the lesson.
• During the middle of the lesson.
• At the end of the lesson.
• Throughout the lesson.

What should descriptive feedback be linked to?  

• Intended instructional outcomes
• Unintended instructional outcomes
• Intended instructional outcomes and criteria for success
• Unintended instructional outcomes and success criteria

How should descriptive feedback be delivered?

• Whole Group
• Small Group
• Individually
• With a peer