When a test covers the syllabus well but misses higher-order skills, it shows A Face validity issue B Construct underrepresentation
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Chapter 5: Assessment for Learning (Set-4)
Using “two stars and a wish” mainly develops A Final exam marks B Teacher ranking C Peer feedback skill D
Continue readingChapter 5: Assessment for Learning (Set-3)
A teacher uses exit slips daily mainly for A Final grading B Annual ranking C Quick learning check D Discipline
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Assessment for Learning is mainly used to A Give final grades B Rank learners C Promote students D Improve learning
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Assessment for learning mainly focuses on A Ranking students B Awarding certificates C Improving learning D Final promotion Explanation Assessment
Continue readingChapter 4: Learning and Teaching (Set-5)
A student gives correct answers in class but fails in a new context because cues are missing; the best explanation
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When a teacher gives a short pre-test to find what students already know before teaching, the purpose is mainly A
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When a learner links a new concept to a familiar real-life situation, the process shows A Pure rote learning B
Continue readingChapter 4: Learning and Teaching (Set-2)
In Pavlov’s learning model, the neutral stimulus becomes effective by A Repeated punishment B Random presentation C Peer discussion D
Continue readingChapter 4: Learning and Teaching (Set-1)
Learning is best described as A Lasting behavior change B Temporary mood change C Sudden memory loss D Fixed personality
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