1) 1. What is the key difference between traditional checklists and dynamic, reflective assessment practices? a) A) Checklists focus on completing tasks, while reflective practices emphasize deeper learning and growth. b) B) Reflective practices are only for teachers, not students. c) C) Checklists are only used at the end of the project. d) D) Reflective practices do not involve peer feedback. 2) 2. Why is co-constructing criteria beneficial for both teachers and students? a) A) It makes students more dependent on the teacher. b) B) It helps clarify expectations and empowers students to take ownership of their learning. c) C) It reduces the need for peer feedback. d) D) It is only useful for self-assessment. 3) 3. Which of the following is an example of a sentence starter for giving constructive peer feedback? a) A) “This is wrong because…” b) B) “I don't understand…” c) C) “You should just fix this.” d) D) “I noticed that…” 4) 4. What is the main goal of self-assessment after receiving peer feedback? a) A) To complete the assignment faster. b) B) To reflect on the feedback and set personal goals for improvement. c) C) To avoid receiving more feedback. d) D) To rewrite the assignment entirely. 5) 5. What type of mindset should students adopt when preparing their work for publishing? a) A) A process-oriented mindset, focusing on improvement rather than perfection. b) B) A results-oriented mindset, focusing only on grades. c) C) A competitive mindset, aiming to outperform others. d) D) A passive mindset, doing the minimum required. 6) 6. How can gradually reducing teacher conferencing help students? a) A) It helps students become more dependent on the teacher for answers. b) B) It has no impact on student independence. c) C) It fosters independence, encouraging students to confer with peers and set their own learning goals. d) D) It makes the teacher’s job easier without improving student skills. 7) 7. What should students do after receiving feedback from peers? a) A) Ignore the feedback and move on. b) B) Just thank their peer and do nothing else. c) C) Change their work entirely based on feedback. d) D) Reflect on the feedback and set specific goals for future improvement. 8) 8. What is an example of a reflective question that could be used in self-assessment? a) A) "Did I finish my work on time?" b) B) "How does my introduction engage the reader?" c) C) "What is the word count of my assignment?" d) D) "Did I follow the instructions exactly?" 9) 9. What is the benefit of using feedback sentence starters like "Next time, consider..."? a) A) It helps focus feedback on positive aspects only. b) C) It limits the feedback to personal opinions. c) C) It encourages forward-thinking and constructive suggestions for future work. d) D) It makes feedback less effective. 10) 12. How can peer feedback help reduce teacher dependency in the classroom? a) A) It teaches students to trust and learn from their peers’ perspectives, leading to more independence. b) B) It encourages students to focus only on teacher instructions. c) C) It makes peer feedback irrelevant. d) D) It takes away time from teacher conferencing. 11) 14. What does a process-oriented mindset in publishing encourage students to focus on? a) A) Immediate success and final grades. b) B) Outperforming classmates. c) C) Continuous improvement and taking pride in the learning process. d) D) Completing assignments quickly without revision. 12) 15. What is a key takeaway for teachers from More than a Checklist? a) A) To use checklists as the sole method of assessment. b) B) To encourage students to set goals and engage in self-reflection, reducing teacher dependency over time.

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