If Ms. Choi, a third-grade teacher, decides to engage in formative assessment, she should

If Ms. Choi, a third-grade teacher, decides to engage in formative assessment, she should
 
  a. give a test at the end of a grading period to find out how well students have mastered objectives.
  b. give a test at the beginning of a grading period to determine how much background knowledge students possess.
  c. give a test to determine student strengths and weaknesses.
  d. give tests periodically to find out how well students are progressing.

Ques. 2

A minimum competency exam at the end of high school would be best categorized as an example of a assessment.
 
  a. formative
  b. summative
  c. remedial
  d. diagnostic

Ques. 3

Because Ms. Montoya has a very diverse fourth grade class in terms of learning skills and motivation, she decides to use an assessment for learning approach to assessment. Which of the following best reflects that approach?
 
  a. Give students a lengthy and rigorous test at the end of each instructional unit.
  b. Motivate students by letting them decide when and how to be tested.
  c. Assess what students have learned every day with a variety of brief assessments.
  d. Keep students motivated to learn by giving them surprise tests that will account for 25 of their final grade.