1) At the end of the Shapes and Colours unit, each child completes a worksheet where they correctly identify and colour in circles, squares, and triangles. The teacher marks the sheets, gives a score, and records it for the report card. a) Assessment as Learning b) Assessment for Learning c) Assessment of Learning 2) After finishing a collage of different coloured shapes, the teacher asks the children: “Look at your collage — which shapes did you use most? Which ones are missing? How can you make it even better next time?” The children reflect, point out their choices, and set a small goal for the next project. a) Assessment as Learning b) Assessment for Learning c) Assessment of Learning 3) During the unit, the teacher observes children sorting shapes. But one child keeps mixing triangles with squares. The teacher gently asks, “How many sides does this one have? Can you find another shape with the same number of sides?” The child re-sorts correctly and continues the activity. a) Assessment as Learning b) Assessment for Learning c) Assessment of Learning 4) Report card comment: "The student has an outstanding ability to identify shapes." a) Norm-referenced assessment b) Criterion-referenced assessment 5) Report card comment: "The student can identify at least six shapes independently." a) Norm-referenced b) Criterion-referenced 6) Which of the following are qualitative assessment tasks? a) Sorting shapes into bins in agreement with a partner b) Completing a colourful shape-matching worksheet c) Presenting a shape artwork collage to a parent  d) Discussing shapes found in within classroom objects during circle time e) Reciting the names of 2D shapes aloud f) Identifying "how many sides" a shape has

🤩 An Assessment about Assessment! 🤩

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