Which of the following is not an effective strategy to assess primary level students' learning in mathematics?
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Q:
Which of the following is not an effective strategy to assess primary level students' learning in mathematics?
- 1Designing tasks to differentiate between rote memorisation and conceptual understanding.false
- 2Analysing children's errors to understand their reasoning.false
- 3Designing tasks which elicit more than one level of response.false
- 4Using primarily group administered tasks.true
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