The questions and what my responses would have been in kindergarten, or almost any grade after that:
How is it going? (shrug)
What are you doing right now? (shrug, thinking "please go away, please go away, go away, if I sit here quietly, will you go away?")
Why did you decide to build the ramp this way? (shrug)
What is working well about your ramp? (eyes down, ignoring teacher, hoping s/he goes away)
What would you change about your ramp? (eyes down, still ignoring teacher, thinking "why won't s/he leave me alone?")
A major problem with these sorts of assessments is that they are entirely subjective and basically allow teachers to assign any grade they wish without justification. These grading systems dramatically advantage gregarious girls and disadvantage introspective kids and boys. They are also not used evenly. A child who struggles in math class may be given class time to work on basic skills, while a child who grasps concepts easily and needs less practice may be assigned "group work" to help other students or may be assigned a worthless "authentic" project to do. The latter's grade will depend largely on his willingness to work "collaboratively". Attitude rather than aptitude. High achieving kids feel cheated, with a disconnect between their work product and their grades.
Funny how these constructivist ideas are popular in private schools and public schools in affluent neighborhoods. They act as a great grade equalizer in schools where parents expect that all of their children are above average. It also allows teachers to fudge grades for the children of Trustees or major donors. Obviously this is a motivation and achievement killer for left-brain kids.
Then again, maybe that's the point. Beats actually having to come up with a give-and-take lecture.
As an adult, the goal isn't to learn something, to improve your skills, or to get a good grade; instead, the goal is getting the job done. It is easier as an adult to accept and seek out help, to work in a group, and to break up a large project among multiple people; because there really is a unified goal: creating a salable product from which everyone gets paid.
Group projects in school take what is ultimately an individual goal--each student needs to train their own brain--and pretends that it is a group goal.
It's entirely subjective, and up to the teacher's discretion and imagination to give a mark. Therefore those students who suck up the most and talk the most will get the highest marks regardless of learning or skills.
Fast forward twenty years and they will be management in training on the fast track to being pointy-haired bosses. They will have mastered the important twenty-first skills of sucking up, kicking down, bullying, and out-shouting (aka "collaborative skills" as assessed by distracted superiors).
Elementary school is such an important place to develop the leadership the 21st century needs.