23. Types of activities. The activities of the teacher include

Essay type tests can be divided into two categories according to the freedom provided to the pupils:
(a) Restricted Response Type Tests.
(b) Extended Response Type Tests.
125. Requirements in designing assessment tasks.
To produce good quality tasks, the following aspects of task design should be considered:

• 
  coverage of the different ways of using fractions.
  
• 
  variety of representations.
  
• 
  type of response expected.
  
• 
  closed or open tasks.
  
• 
  use of materials.
  
• 
  contextualised problems or no context.
  
• 
  probing for misconceptions.
  
• 
  evidence of strategies.
  

Teacher-designed assessment tasks can target the specific information a teacher requires for:

• 
  informing planning for teaching
  
• 
  evaluating teaching practice
  
• 
  mapping student progress.
  

The quality of an assessment task is determined by the quality of information that it elicits. Does the task adequately assess the targetted knowledge and skills?
To produce good quality tasks, the following aspects of task design should be considered:

• 
  coverage of the different ways of using fractions
  
• 
  variety of representations
  
• 
  type of response expected
  
• 
  closed or open tasks
  
• 
  use of materials
  
• 
  contextualised problems or no context
  
• 
  probing for misconceptions
  
• 
  evidence of strategies.
  

126. Types of assessment tasks.

• 
  Annotated Bibliography.
  
• 
  Case Study.
  
• 
  Essay.
  
• 
  Literature Review.
  
• 
  Workbook.
  
• 
  Peer Review.
  
• 
  Portfolio.
  
• 
  Problem Solving Task………
  

127. Supporting learning through feedback. Feedback provides the practitioner and learner with evidence about current knowledge and skill development. Understanding the learner's progress and level of achievement enables the practitioner to make decisions about the next steps to plan in the learning program. Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly, with the focus of the feedback on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation as to what is accurate and inaccurate about their work.
128. Points to consider in giving feedback.
129. The necessity of self-assessment in learning and teaching. Self-assessment provides students with an opportunity to self-evaluate, or make judgments about their learning process and products of learning, based on criteria that they have agreed on with their instructor. The purpose of a self-assessment is to help an individual know the extent of their abilities and to improve upon them. It can be daunting to an employee when they first start self-evaluating, but over time it becomes more natural. Promotes the skills of reflective practice and self-monitoring. Promotes academic integrity through student self-reporting of learning progress. Develops self-directed learning.
130. Benefits of peer-assessment in learning. Peer assessment or peer review provides a structured learning process for students to critique and provide feedback to each other on their work. It helps students develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work.