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1. What is the primary type of assessment in this scenario?The primary type of assessment here is diagnostic assessment, as it is used at the beginning of the school year to evaluate students’ prior knowledge and skill levels before formal instruction begins.

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1. What is the primary type of assessment in this scenario?The primary type of assessment here is diagnostic assessment, as it is used at the beginning of the school year to evaluate students’ prior knowledge and skill levels before formal instruction begins.

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شهد عاشور

جروب ٤

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-2. What is the educational benefit of this type?The educational benefit of diagnostic assessment is that it helps the teacher identify students’ strengths and weaknesses. This allows for better lesson planning and the creation of flexible grouping to meet each student’s needs and support more effective learning.

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-2. What is the educational benefit of this type?The educational benefit of diagnostic assessment is that it helps the teacher identify students’ strengths and weaknesses. This allows for better lesson planning and the creation of flexible grouping to meet each student’s needs and support more effective learning.

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Shahd Ashour

Group 4

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1- Types of assessment used include formative assessment during the presentation, summative assessment using a rubric for the final project, as well as self-assessment and peer assessment.

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1- Types of assessment used include formative assessment during the presentation, summative assessment using a rubric for the final project, as well as self-assessment and peer assessment.

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2-Advantages of self- and peer-assessment: They promote critical thinking, responsibility, collaboration, and communication, while offering diverse perspectives on performance.

Disadvantages: They may be biased or taken lightly, and could cause tension among students if not properly managed.

3-Improving the feedback process involves training students to give constructive feedback, using templates or sentence starters, having teachers review feedback for fairness, and allowing time for reflection and implementation.

Jana magdy

Group 3

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1-post-assessment -diagnostic assessment

2-Pre- and Post-Tests- Exit Tickets- Checklists or Rubrics-Think-Alouds-Digital Tools

3-Formative Assessments-Observational Assessments-One-on-One Conferences

Amr abd el baky

Group 2

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3. Can you transform this assessment into a formative assessment? How?Yes, it can be transformed into a formative assessment by:Reviewing the test answers with students and explaining any mistakes.Using the results not just for grouping but to provide ongoing feedback during lessons.Following up with short activities that help students improve in areas where they were weak.So, instead of using the assessment only for diagnosis, it becomes part of the learning process itself.

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3. Can you transform this assessment into a formative assessment? How?Yes, it can be transformed into a formative assessment by:Reviewing the test answers with students and explaining any mistakes.Using the results not just for grouping but to provide ongoing feedback during lessons.Following up with short activities that help students improve in areas where they were weak.So, instead of using the assessment only for diagnosis, it becomes part of the learning process itself.

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Shahod Ashour

Group 4

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سيناريو 2 – مشروع STEM والعرض التقديمي الأنواع المستخدمة (Summative Assessment): العرض التقديمي وتقييمه باستخدام rubric. (Criterion-referenced): لأن التقييم يعتمد على معايير واضحة في الـrubric. (Ipsative Assessment): الطالب يقيم نفسه مقارنة بأدائه، وزملائه يقيمونه.التحليل:التقييم هنا متنوع ومتعدد المصادر.التقييم الذاتي والزمائلي يعزز المسؤولية والتفكير التأملي.التحسين المقترح:تزويد الطلاب بتدريب مسبق على استخدام الـrubric.إعطاء تغذية راجعة كتابية وفردية بعد العرض.

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سيناريو 2 – مشروع STEM والعرض التقديمي الأنواع المستخدمة (Summative Assessment): العرض التقديمي وتقييمه باستخدام rubric. (Criterion-referenced): لأن التقييم يعتمد على معايير واضحة في الـrubric. (Ipsative Assessment): الطالب يقيم نفسه مقارنة بأدائه، وزملائه يقيمونه.التحليل:التقييم هنا متنوع ومتعدد المصادر.التقييم الذاتي والزمائلي يعزز المسؤولية والتفكير التأملي.التحسين المقترح:تزويد الطلاب بتدريب مسبق على استخدام الـrubric.إعطاء تغذية راجعة كتابية وفردية بعد العرض.

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1. What is the primary type of assessment in this scenario?

diagnostic assessment

2. What is the educational benefit of this type?

It helps the teacher understand the strengths and weaknesses of the students, which makes it easier for him to plan lessons and create flexible grouping to meet the needs of each student and achieve better learning.

3. Can you transform this assessment into a formative assessment? How?

Yes, we can change the rating to formative assessment:

إن المعلم يراجع الإجابات مع الطلاب بعد الاختبار ويوضح لهم الأخطاء ويوجههم للطريقة الصحيحة.

يستخدم نتائج الاختبار مش بس للتجميع لكن كمان لتقديم

(feedback) مستمرة

Gehad

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1. What is the primary type of assessment in this scenario?

The primary assessment type in this scenario is Diagnostic Assessment. In the scenario, the teacher begins the academic year with a test to gauge students' understanding of previous concepts, using the results to organize flexible groups within the classroom.

2. What is the educational benefit of this type?

The educational benefits include:

Identifying the students' strengths and weaknesses at the outset.

Allowing the teacher to form flexible groups based on students' comprehension levels.

Informing the planning of instruction in a way that specifically targets the students' actual needs.

3. Can you transform this assessment into a formative assessment? How?

Yes, it can be transformed into a Formative Assessment by:

Providing immediate feedback to students on their performance.

Using the test results during the teaching process to identify areas that need additional support or reinforcement.

Name: Rahma hashim

Group 4

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1. What is the main type of assessment in this case?

Diagnostic assessment

The teacher gives a test to check what students remember from last year.

2. What is the benefit of this type of assessment?

It helps the teacher know who is strong and who needs help.

This way, the teacher can plan lessons that match students’ needs.

3. Can we turn this into a formative assessment? How?

Yes,We can make it formative by:

Giving feedback to students after the test.

Using the results to change how we teach.

Adding small activities to help students learn during the lesson, not just before.

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Scenario 3 – Beginning-of-Year Math Test1. Type of Assessment:Diagnostic (pre-instruction to assess prior knowledge).Can also be Norm-Referenced (if results are compared to others).2. Educational Purpose:Identify gaps in understanding.Adapt instruction.Group students flexibly using data.3. Formative Use:Track progress over time.Let students set goals based on results.

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Scenario 3 – Beginning-of-Year Math Test1. Type of Assessment:Diagnostic (pre-instruction to assess prior knowledge).Can also be Norm-Referenced (if results are compared to others).2. Educational Purpose:Identify gaps in understanding.Adapt instruction.Group students flexibly using data.3. Formative Use:Track progress over time.Let students set goals based on results.

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Retag

Group 3