Which question is NOT part of the vocabulary review assessment strategy?

The question about how many times a student reviewed a word is not typically considered part of a vocabulary review assessment strategy because it focuses on the frequency of review rather than on the understanding or retention of the word itself. Effective vocabulary assessment strategies usually emphasize comprehension, application, and techniques for memory retention, rather than merely counting the number of times a word has been revisited.

In contrast, the other questions encourage students to reflect on their learning processes, strategies they employed to enhance their understanding, and collaborative help with peers, which are integral to assessing deeper comprehension and retention of vocabulary. These types of questions promote metacognitive awareness, where students think about their learning methods and the effectiveness of their strategies, fostering a more meaningful connection to the vocabulary they are studying.