A teacher evaluates oral interaction through recorded pair tasks produced at three moments during a term. Students listen to selected excerpts, identify changes and establish goals for the next interaction. Evaluate the statements.
(   ) Using recordings from different moments can provide evidence of development that a single final performance may not reveal. (   ) Student goal-setting can contribute to formative assessment when it is connected to explicit criteria and evidence from the recordings. (   ) The teacher may assess interaction by considering turn-taking, intelligibility, responsiveness and use of communication strategies. (   ) Recovery activities are most coherent when offered after the final grade has established which students did not reach the expected standard.
Mark T for true statements and F for false statements. Then select the CORRECT sequence.