Match List I (Principle) with List II (Implication).

List I

i.Encouraging student's deep approaches to learning objectives

ii.The summative and formative assessments to be learning oriented

iii.Facilitating dialogic forms of feed back

iv.Involving some personal student investment

List II

a.Feed back should be embedded within assessment practices.

b.Task design should be approached from a program-wide perspective.

c.Greater sense of ownership by students

d.A variety of assessment for student motivation.

Ai-a, ii-b, iii-c, iv-d

Bi-b, ii-d, iii-a, iv-c ✓ Correct

Ci-d, ii-b, iii-c, iv-a

Di-c, ii-a, iii-b, iv-d

Correct answer: (B) i-b, ii-d, iii-a, iv-c

Explanation

The correct pairs are deep approaches with a programme-wide task design, learning-oriented assessment with a variety of assessment for motivation, dialogic feedback with feedback embedded in assessment, and personal student investment with a greater sense of ownership.

Encouraging deep approaches implies designing tasks from a programme-wide perspective so learning connects across a course.

Making summative and formative assessment learning-oriented implies using a variety of assessment to sustain student motivation.

Facilitating dialogic feedback implies feedback embedded within assessment practices rather than added afterwards.

Involving personal student investment implies a greater sense of ownership by students over their learning.

These principles derive from Nicol and Macfarlane-Dick's work on formative assessment and feedback.

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