Final Assessment

AI for Lesson Planning and Pedagogy — Final Assessment

Thirty questions drawn from across the orientation and eight modules — scenario, classification and error-identification items, with a privacy and responsible-AI subset. Pass mark 75%. Attempt again after focused revision if needed.

1. Generative AI produces fluent text by predicting likely words. What does this mean for a teacher?

It can be confidently wrong, so outputs must be verified.It is always accurate and current.It understands facts like a person.It never needs teacher review.

2. Which of these may never be entered into a public AI tool?

Identifiable student data (names, marks, health, behaviour).A generic curriculum topic.A synthetic, invented example.A published textbook chapter title.

3. In backward design, what comes first?

Identify desired results (the intended learning).Choose the activities first.Generate content with AI first.Pick the textbook chapter first.

4. Why is 'students will understand fractions' a weak learning outcome?

It has no observable action or success standard.It is too specific.Fractions cannot be an outcome.It uses too many measurable verbs.

5. A worksheet is labelled 'Analyse' but every question only asks for recall. What is the issue?

The label does not match the actual thinking required.Recall is the same as analysis.The label is correct as long as the word is used.Analysis questions are always recall.

6. Making a task 'harder' with complex vocabulary and more recall questions is an example of what?

False rigor.Genuine cognitive challenge.Good differentiation.A measurable outcome.

7. In UDL, where is a learning barrier located?

In the lesson design, not as a deficit in the learner.In the learner's ability.In the student's motivation only.Barriers do not exist in UDL.

8. Does offering multiple means of representation change the learning outcome?

No — it changes the route in, not the goal.Yes — it lowers the outcome.Yes — each mode has a different goal.Only for younger students.

9. An alternative response mode (e.g. spoken instead of written) is fair only if it does what?

Measures the same outcome against the same criteria.Is easier than the original.Measures a different, simpler skill.Removes the success criteria.

10. Why is 'what is photosynthesis?' a weak driving question for inquiry?

It has one lookup answer and no real investigation.It is too open-ended.It is a perfect driving question.Driving questions should always be closed.

11. What is the key line between permitted and prohibited AI use in student inquiry?

AI may support thinking but not substitute for it.AI should write the student's conclusions.Any AI use is prohibited.Students need not disclose AI use.

12. Why do milestones and feedback matter in project-based learning?

They sustain inquiry; revision is where learning deepens.They only add paperwork.A single end deadline is better.Feedback should wait until the end.

13. Is giving struggling learners easier work with a lower goal good differentiation?

No — it lowers expectations; keep the outcome and vary support.Yes — easier work is fair differentiation.Yes — advanced learners get more of the same.Differentiation always lowers the goal.

14. What is the difference between a scaffold and a shortcut?

A scaffold supports the thinking; a shortcut removes it.They are the same thing.A scaffold gives the answer directly.A shortcut keeps the demand intact.

15. Before using an AI translation for a lesson, what must a teacher do?

Have a fluent speaker verify it before use.Use it as-is; AI translations are always correct.Only check the grammar.Translations never need checking.

16. What distinguishes formative from summative assessment?

Formative guides teaching during learning; summative measures at the end.They are identical.Formative is only at the end of a unit.Summative guides teaching during learning.

17. An AI-generated multiple-choice question has two correct options and a grammar clue. What should the teacher do?

Fix both flaws before using the item.Use it as-is; AI questions are reliable.Keep two correct answers to be generous.Grammar clues make questions fairer.

18. Why is 'good job' weak feedback?

It gives no specific, actionable next step.It is the most effective feedback.Praise alone improves learning.Feedback should never be specific.

19. Why diagnose the cause of an error before designing remediation?

Different causes need different responses.All errors need the same reteach.The cause never matters.Only reteach the whole topic.

20. Is giving fast finishers 'ten more of the same questions' genuine enrichment?

No — enrichment adds depth, not more routine work.Yes — more questions is enrichment.Yes — it keeps them busy.Enrichment always means more volume.

21. What kind of learning data is safe to use with AI when interpreting class patterns?

Only anonymized, aggregated, non-identifiable data.A named class list with individual scores.Full student records for accuracy.Any data, since AI is private.

22. What makes a lesson pack genuinely reusable rather than just slides?

A complete set of components another teacher can run.A nice-looking slide deck.Just the learning outcomes.A single activity with no assessment.

23. Why is peer review valuable for an AI-assisted lesson pack?

A second reviewer catches flaws the author misses.AI content never has flaws.Peer review is unnecessary for quality.Only the author can judge the pack.

24. Which capstone rubric criteria are pass-critical for the lesson pack?

Accuracy, Responsible AI use and Accessibility.Only how attractive the slides are.Only the total word count.None — any pack passes.

25. Across the whole course, what is the teacher's role relative to AI?

AI supports; the teacher reviews and stays accountable.AI replaces the teacher's judgement.The teacher trusts AI output unreviewed.AI is the final authority.

26. An AI-generated lesson cites a research paper. What must the teacher do before using it?

Verify the reference exists and supports the claim.Trust it because AI cited it.Cite it directly to students.References never need checking.

27. Should a downloadable resource marked 'Planned' be published to learners?

No — only real, working, verified resources.Yes — placeholders are fine.Yes — if clearly labelled.Yes — for premium courses.

28. How should a teacher describe a diverse class to AI when planning support?

By need, generally — never by naming or profiling students.By listing each student's name and level.By entering their marks and records.Detail does not matter for privacy.

29. What does a version history and reflection add to a lesson pack?

A record of changes, sources, AI tools and improvements.Nothing useful.A way to hide how it was made.Only decoration.

30. What is the safe way to describe a struggling student when prompting AI for feedback?

By need, de-identified — never the real name, marks or details.With the student's full name and marks.By uploading their report card.Detail does not affect privacy.