Assessment for learning mainly focuses on A Ranking students B Awarding certificates C Improving learning D Final promotion Explanation Assessment
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Chapter 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
Continue readingChapter 4: Learning and Teaching (Set-4)
When a teacher gives a short pre-test to find what students already know before teaching, the purpose is mainly A
Continue readingChapter 4: Learning and Teaching (Set-3)
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
Continue readingChapter 3: Knowledge, Curriculum and Disciplines (Set-5)
A curriculum claims “competency-based,” but only asks recall questions; the weakest link is A Assessment alignment B Content selection C
Continue readingChapter 3: Knowledge, Curriculum and Disciplines (Set-4)
A curriculum that lists topics but ignores skills development is weakest in A Content coverage B Time allocation C Subject
Continue readingChapter 3: Knowledge, Curriculum and Disciplines (Set-3)
A school’s written syllabus mainly represents which curriculum type A Hidden curriculum B Null curriculum C Incidental curriculum D Formal
Continue readingChapter 3: Knowledge, Curriculum and Disciplines (Set-2)
In curriculum planning, which level states broad aims for education A Lesson plan level B Unit plan level C National
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