Evaluation Of Achievement And Formation Of Questions CTET MCQ

Evaluation Of Achievement And Formation Of Questions CTET Test MCQ

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01 Achievement tests should

1. use genuine, real world tasks
2. allow the learners to differentiate their learning
3. be seen as important only by the learners
4. look similar to exam papers

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02 A test to assess the potential of students for specific abilities and skills such as music, logical thinking or spatial ability is called a/an

1. achievement test
2. aptitude test
3. skill test
4. proficiency test

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03 A teacher, after preparing a question paper, checks whether the questions test specific testing objectives. He is concerned primarily about the question paper’s

1. validity
2. content coverage
3. typology of questions
4. reliability

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04 Which of the following is an objective question?

1. essay type question
2. short answer question
3. open ended question
4. true or false

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05 ‘Readiness for learning’ refers to

1. thorndike’s law of readiness
2. general ability level of students
3. present cognitive level of students in the learning continuum
4. satisfying nature of the act of learning

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06 Which one of the following is not related to the other options?

1. organising question-answer sessions
2. taking feedback from students on a topic
3. conducting quiz
4. modelling the skills of self-assessment

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07 Which one of the following questions is correctly matched with its specified domain?

1. could you group your students on the basis of their achievement in mathematics? : evaluating
2. what was the turning point in the cricket match telecasted last night? : creating
3. write down a new recipe to cook chicken by using herbs : application
4. determine which of the given measures would most likely lead to achieve best results : analysing

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08 “How do grades differ from marks?” This question belongs to which of the following classes of questions?

1. divergent
2. analytic
3. open-ended
4. problem-solving

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09 Academic achievement of a learner includes

1. knowledge and understanding
2. skills and learning attitudes
3. both 1 and 2
4. neither 1 nor 2

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10 Academic achievement of a student depends on ……… factors

1. affective
2. environmental
3. bio-social
4. all of these

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11 What do well planned assessments allow students to demonstrate if the teaching has been poor?

1. the students have achieved the required learning outcomes
2. they students have not achieved the required learning outcomes
3. the assessment was very difficult
4. the assessment was very easy

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12 A teacher will design a/an test to find out the cause of poor grades of students in her class

1. aptitude
2. proficiency
3. achievement
4. diagnostic

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13 Evidence of validity can be related to

1. construct
2. content
3. criterion
4. all of these

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14 Which one of the following indicates that a diagnostic test is valid?

1. the test content corressponds to the instructional objectives
2. the test gives similar results when given at different times
3. the test gives similar results when given to different students
4. none of the above

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15 Reliability of a diagnostic test is good if

1. it is of good quality
2. it gives consistency of test results over various parameters
3. it gives variations in test scores for different learners
4. it measures what it is intended to measure

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16 Which of the following is the best choice for an essay type question?

1. write a note on newton’s laws of motion
2. what are newton’s laws of motion?
3. explain each of newton’s laws of motion
4. discuss newton’s laws of motion

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17 Short answer type questions require

1. very accurate answers
2. the answer to given by the learner, as options are given
3. drawing a labelled diagram or figure
4. writing two or three paragraphs as answer

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18 Which of the following is not a distinct feature of very short answer type questions?

1. it should be able to be answered very quickly
2. the learner should be guided on the extent of answer required
3. the answer must be given by the learner, not selected from alternatives
4. none of the above

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19 Distracters are used in …….. type questions

1. essay
2. alternative
3. multiple-choice
4. matching

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20 Which of the following is not a parameter which should be considered when questions are made?

1. questions should include key elements of the correct answer
2. questions must get appropriate answers from the learners
3. questions should use question words suitable to the answer required
4. questions should neither be too hard nor too easy

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21 Which of the following is not the purpose of a pre-instruction assessment?

1. let the teacher decide on the students’ strengths and needs
2. identify whether they will be able to understand the subject matter or not
3. determine prior mastery of learners’ knowledge, skills and understanding
4. to preview the upcoming topic

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22 Why should a teacher develop critical thinking skills in students? ( Evaluation of achievement and formation of questions CTET MCQ )

1. to arm students with skills which will help them combat challenges later on in life
2. to enable the students to be more effective
3. to enable the students have better relations with their families
4. none of the above

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23 Which one of the following activities of the teacher in the classroom will not allow students to become critical thinkers?

1. brainstorming
2. helping students to find answers to questions asked
3. referring them to a book in the school library which has the answer
4. arranging a short group discussion on the subject of the question

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24 What does critical thinking ability enable students to achieve? ( Evaluation of achievement and formation of questions CTET MCQ )

1. they become good scholars
2. they become better problem solvers
3. they achieve as much as students who are two classes ahead of them
4. all of the above

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25 An example of an achievement test is

1. conversing in a foreign language
2. solve a mathematical problem
3. explainging historical events
4. all of the above

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26 Which one of the following is the best method to assess actual learner achievement on a topic taught?

1. ask the learners attempt a test on the topic next day
2. discuss the topic again the next day in class
3. ask the learners to select answers from ready-made lists in questions
4. ask the learners to perform a task using the matter covered in the topic

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