What could be one explanation if a student continues to perform poorly on Summative Assessments?

The choice regarding the improper conduct of formative assessments provides a plausible explanation for a student's continued poor performance on summative assessments. Formative assessments are designed to gauge a student's understanding and progress during the learning process, offering feedback that can inform teaching strategies and help students improve before the final evaluations occur. If these assessments are not conducted effectively, teachers may not accurately identify where a student struggles. This can result in a lack of targeted support or interventions that are crucial for the student to improve their learning and performance in summative assessments. Proper formative assessments help identify gaps in knowledge and understanding, allowing for timely adjustments in instruction that can lead to better outcomes.

The other options do not provide logical or practical reasons for the ongoing poor performance. For example, if a student has excellent study habits, it generally would lead to better performance, not the opposite. The idea that all students are achieving at the same level suggests a lack of differentiation, which does not explain an individual student's struggles. Lastly, a highly motivated student is typically more likely to seek help or engage in the learning process positively, so motivation is typically not a factor that leads to poor performance.