What is the primary goal of assessment practices that focus on rigour?

• • To challenge students with impossible tasks

• • To enable students to showcase their best efforts and exceed set standards

• • To test memory retention only

• • To grade quickly without reflection

How often should an interim progress report be generated according to the suggested assessment cycle?

• • Every 12 weeks

• • Every 4-5 weeks

• • Every 2-3 weeks

• • Every 6 weeks

Which of the following statements about Assessment FOR Learning (AfL) is true?

• • It is solely for assigning grades

• • It focuses on using assessment to guide and enhance learning during the process

• • It is used only at the end of a learning unit

• • It involves no feedback mechanisms

Assessment OF Learning is best described as:

• • A method that takes place during instruction to help guide teaching

• • A form of assessment focusing on summative, end-of-term or unit outcomes

• • Self-assessment and reflection-based evaluation

• • A way to track progress at frequent intervals

Assessment AS Learning emphasizes:

• • Students reflecting on their own progress, often through self-assessment and tools such as rubrics

• • Teachers taking complete responsibility for all learning outcomes

• • No student feedback

• • Solely grading students without feedback

Which of these tools is most closely associated with promoting self-assessment in students?

• • Summative tests

• • Rubrics and stepped markschemes

• • Class attendance records

• • Report cards

What type of assessment would best validate the acquisition and application of knowledge, skills, and understanding?

• • A one-time standardised test

• • Multiple and varied forms of assessment over time

• • Observational assessments only

• • Peer evaluations only

The concept of a 'regular assessment cycle' as described typically includes:

• • Assessment at the end of a school year only

• • Monitoring and tracking multiple assessment elements every 6 weeks

• • Assessing students once per semester

• • No formal tracking of student progress

In designing rigorous assessments, teachers should focus on:

• • Using only multiple-choice questions

• • Helping students understand expectations through clear criteria

• • Minimising student involvement in the process

• • Making assessments subjective and inconsistent

Why are rubrics considered beneficial in assessments?

• • They simplify the grading process for teachers

• • They offer transparent criteria that guide students in understanding expected outcomes

• • They replace the need for feedback

• • They limit creativity in responses