Teachers do not prompt the use of particular mathematical concepts or their representational counterparts when presenting the problems. Instead, they choose activities that maximize the potential for students to develop the concepts that are the focal point in the curriculum by building on their early and intuitive ideas. The mathematical models emerge from the students' interactions with the problem situation and learning is assessed via these emergent behaviors. In a generative activity, students are asked to come up with outcomes that are mathematically same. Students can arrive at the responses or build responses from this sameness in a wide range of ways. The sameness gives coherence to the task and allows it to be an "organizational unit for performing a specific function." (Stroup et al., 2004)  Other activities can also be used as the means of formative assessment as long as they ensure the participation of every student, make students' thoughts visible to each other and to the teacher, promote feedback to revise and refine thinking. In addition, as a complementary to all of these is to modify and adapt instruction through the information gathered by those activities. Many academics are seeking to diversify assessment tasks, broaden the range of skills assessed and provide students with more timely and informative feedback on their progress. Others are wishing to meet student expectations for more flexible delivery and to generate efficiencies in assessment that can ease academic staff workloads. The move to on-line and computer based assessment is a natural outcome of the increasing use of information and communication technologies to enhance learning. As more students seek flexibility in their courses, it seems inevitable there will be growing expectations for flexible assessment as well. When implementing online and computer-based instruction, it is recommended that a structured framework or model be used to guide the assessment. In the UK education system, formative assessment (or assessment for learning) has been a key aspect of the agenda for personalized learning. The Working Group on 14–19 Reform led by Sir Mike Tomlinson, recommended that assessment of learners be refocused to be more teacher-led and less reliant on external assessment, putting learners at the heart of the assessment process. The UK government has stated that personalized learning depends on teachers knowing the strengths and weaknesses of individual learners, and that a key means of achieving this is through formative assessment, involving high quality feedback to learners included within every teaching session. The Assessment Reform Group has set out the following 10 principles for formative assessment. Learning should:     The practice of common formative assessments is a way for teachers to use assessments to beneficially adjust their teaching pedagogy.