106 CTET & TETs ~ Child Development & Pedagogy

use authentic and real world tasks.

12.1.7 Assessing Learner ˜

˜ require the learners to integrate their learning.

Achievement ˜ match an important outcome which reflects
To plan assessments through achievement tests, complex thinking skills.
the teacher should design achievement tests to ˜ pose an enduring problem type which the learners
˜ match the expected learning outcomes or course
are likely to encounter in the future.
learning requirement. ˜ be fair and free of bias. Be seen as meaningful by
˜ adequately represent and elicit the content and
important stakeholders.
skills the teacher expects the students to attain. ˜ be meaningful and engaging to students so that
˜ enable students to demonstrate their capabilities
they will be motivated to show their capabilities.
and progress.

CHAPTER EXERCISE
1. A teacher will design a/an ........ test to find 7. Consider the given statement(s) about the
out the cause of poor grades of students in achievements of learner
her class. I. Achievement motivation is the factor that
(1) aptitude (2) proficiency affects the achievement of a learner.
(3) achievement (4) diagnostic II. Achievement depends upon environment,
2. Evidence of validity can be related to bio-social factors.
(1) construct (2) content III. Achievement includes knowledge,
(3) criterion (4) All of these understanding, skills and attitude.
3. The statements given below are a few Which of the statement(s) given above is/are
assumptions about diagnostic test. Choose incorrect?
the wrong assumption. (1) Only I (2) Only II
(1) At different times, the tests give same result (3) Only III (4) None of these
(2) Content of test is analogous to the instructional 8. Identify the wrong statement out of the given
objectives ones.
(3) Result of the test is consistent on various (1) Pre- instruction assessment is purposed to
parameters determine prior command of learners’
(4) None of the above knowledge, skills and understanding
4. Very short answer type question has a (2) Critical thinking arms the students with skills
feature except that will help them combat challenge later on in
(1) interpretation and application of the learning their lives
outcome gets fulfilled (3) Critical thinking enables the students to be
(2) it is answered in almost no time or very quickly more effective in the domain of education
(3) extent of the answer is to be guided for the learner (4) Pre-instruction assessment previews the
(4) None of the above upcoming topic
5. Distracters are used in ........ type questions. 9. Critical thinking will be inhibited by
(1) essay (2) alternative (1) group discussion with peers
(3) multiple-choice (4) matching (2) referring to a book for the correct answer
(3) a brainstorming session
6. Question making follows the principles
(4) None of the above
except
(1) key elements of the answer should be there in 10. Which of the statement(s) given below is/are
the question correct with reference to essay type
(2) learners should be made to answer appropriately questions?
(3) questions should have an average difficulty level I. Learning outcomes such as intrepretation
(4) None of the above are fulfilled by these questions.
CHAPTER 12 : Evaluation of Achievement and Formation of Questions 107

II. It helps teacher to text outcomes like (1) Making children maintain record of the class
organising, summarising, integrating test marks
ideas and expressing those ideas. (2) Discussing the marks of individual students in
III. In these types of questions, usually there the class
is no restriction on length of the answer. (3) Discussing the correct answers in the class
(4) Making children correct their own notebooks
Select the correct answer using the codes
given below. 17. A teacher, after preparing a question paper,
(1) Only I (2) Only II checks whether the questions test specific
(3) Both I and II (4) All of these testing objectives. He is concerned primarily
about the question paper’s (CTET Jan 2012)
Previous Years’ Questions (1) validity (2) content coverage
11. To address the diversity in academic (3) typology of question (4) reliability
achievement an effective teaching method 18. Which of the following is an objective
can be (CGTET Jan 2011) question? (CTET Jan 2012)
(1) dictating notes (1) Essay type question
(2) co-operative teaching (2) Short answer question
(3) lecturing (3) Open ended question
(4) giving tests (4) True or false
12. Learners should not be encouraged to 19. Ideal ‘writing time’ for getting response from
(CTET June 2011) students should be proportional to
(1) actively interact with other learners in group (CTET Nov 2012)
work (1) time taken by the students for answering
(2) participate in as many co-curricular activities as questions from previous lessons
possible (2) relevance of the question in the real life
(3) memorise all the answers to questions which (3) time allotted to specific topic in the curriculum
the teacher may ask (4) difficulty level of the question
(4) ask as many questions as possible both inside 20. Suppose you are the Chairperson of a board
and outside the class of school education. How would you plan to
13. Which of the following statements regarding improve the overall quality of education in
achievement motive is true? (RTET Feb 2011) the schools under your jurisdiction?
(1) Achievement motive is necessary for survival This type of question is an example of
(2) If the satisfaction of personal potentialities is (1) lower order convergent (CTET Nov 2012)
emphasised, the achievement motive may be (2) lower order divergent
classified as a growth motive (3) higher order convergent
(3) If the stress is on competition among people, (4) higher order divergent
the achievement motive can be considered a 21. Group project activity as prescribed by CBSE
social motive is a powerful means (CTET Nov 2012)
(4) All of the above (1) of relieving the stress caused due to routine
14. Which one of the following is the better item teaching
of essay type of question? (PTET Feb 2011) (2) to promote the concept of unity in diversity
(1) Discuss Newton’s laws of motion (3) of facilitating social participation
(2) Explain each of Newton’s three laws of motion (4) of alleviating the burden of teachers
(3) What are Newton’s laws of motion? 22. According to Bloom’s taxonomy which option
(4) Write note on Newton’s laws of motion is incorrect for the preparation of objective
15. An appropriate form of assessing students’ based questions? (HTET June 2013)
performance in practicals is (PTET Nov 2011) (1) Analysis (2) Evaluation
(1) interview (2) observation (3) Self-actualisation (4) Application
(3) questionnaire (4) written test 23. If a learner ‘fails’ to achieve the certain goal
16. Which of the following may damage a low in classroom, then it shows (HTET June 2013)
achieving student psychologically? (1) failure of learner (2) failure of class
(CGTET Jan 2011) (3) failure of school (4) failure of parents
108 CTET & TETs ~ Child Development & Pedagogy

24. ‘Readiness for learning’ refers to (3) parents force their children to achieve
(CTET July 2013) (4) teachers are poor in judging pupils’ over
(1) Thorndike’s law of readiness behaviour
(2) general ability level of students
30. “How do grades differ from marks?” This
(3) present cognitive level of students in the
question belongs to which of the following
learning continum
classes of questions? (CTET Sept 2014)
(4) satisfying nature of the act of learning
(1) Divergent (2) Analytic
25. Which of the following is the right (3) Open-ended (4) Problem-solving
statement(s) with reference to quality of
objective tests? (UTET Sept 2013) 31. Students in a class are asked to assemble
various artifacts of their work in a notebook,
I. These can be evaluated speedily and easily.
to demonstrate what they can do for their
II. These are not influenced by the individual
society. What kind of activity is this?
effects.
(CTET Sept 2014)
III. Due to objectivity these are more reliable (1) Essay type assessment
and valid. (2) Anecdotal records
IV. None of the above (3) Problem-solving assessment
(1) Only I (2) II and III (4) Portfolio assessment
(3) Only IV (4) All of these
32. Failure of a child to perform well in class
26. What type of questions should be asked to tests leads us to believe that (CTET Feb 2015)
students in the examination? (UTET Sept 2013) (1) assessment is objective and can be used to
(1) Memory and understanding based clearly identify failures
(2) Objective and subjective (2) children are born with certain capabilities and
(3) Understanding and application based deficits
(4) Only objective (3) there is a ned to reflect upon the syllabus,
27. Which one of the following is not related to pedagogy and assessment processes
(4) some children are deemed to fail irrespective of
the other options? (CTET Feb 2014)
how hard the system tries
(1) Organising question-answer sessions
(2) Taking feedback from students on a topic 33. An upper primary school constructivist
(3) Conducting quiz classroom would foresee the following role of
(4) Modelling the skills of self-assessment students in their own assessment
(CTET Feb 2015)
28. Which one of the following questions is (1) make detailed guidelines for how marks would
correctly matched with its specified domain? be correlated to students’s achievement and
(CTET Feb 2014)
prestige in class
(1) Could you group your : Evaluating
(2) denying that assessment has a role in
students on the basis of their
teaching-learning
achievement in
(3) students would be the sole determinants of their
Mathematics?
own assessment
(2) What was the turning point in : Creating
(4) students would plan for assessment with the
the cricket match telecast
teacher
last night?
(3) Write down a new recipe to : Application 34. Which one of these statements do you agree
cook chicken by using herbs with? (CTET Feb 2015)
(4) Determine which of the given : Analysing (1) A child fails because the government is not
measures would most likely giving enough technological resources in
lead to achieve best results schools
(2) A child’s failure is primarily due to lack of
29. It is difficult, for teachers to assess pupils’ parent’s education and economic status
readiness for a learning task because
(3) A child’s failure can be attributed directly to the
(HTET Feb 2014)
genetic material he/she has acquired from
(1) all the elements of readiness do not mature at
his/her parents
same time
(4) A child’s failure is a reflection on the system and
(2) many elements of readiness are not outwardy
its inability to respond to the child
visible
CHAPTER 12 : Evaluation of Achievement and Formation of Questions 109

35. Errors of learner often indicate (3) recognise the correct answer
(1) how they learn (UTET April 2015) (4) recall the correct answer
(2) socio-economic status of the learners 37. When a test measures an individual’s ability
(3) the need for mechanical drill consistently and accurately, then that test is
(4) absence of learning known as (REET Feb 2016)
36. Multiple choice questions assess the child’s (1) validity
ability to (CTET Sept 2015) (2) reliability
(1) construct the correct answer (3) objectivity
(2) explain the correct answer (4) None of the above

ANSWERS
1. (4) 2. (4) 3. (1) 4. (1) 5. (3) 6. (3) 7. (4) 8. (3) 9. (2) 10. (3)
11. (2) 12. (3) 13. (4) 14. (2) 15. (2) 16. (2) 17. (1) 18. (4) 19. (4) 20. (3)
21. (2) 22. (3) 23. (3) 24. (3) 25. (4) 26. (3) 27. (4) 28. (4) 29. (1) 30. (2)
31. (4) 32. (3) 33. (4) 34. (4) 35. (3) 36. (4) 37. (2)

Explanations
4. (1) Very short answer type damage a low achieving student 32. (3) Failure of a child to perform
question doesn't have the feature of psychologically. well in class tests leads us to
interpretation and application of the 19. (4) ‘Ideal writing time’ for getting believe that there is a need to
learning outcome gets fulfilled. response from students should be reflect upon the syllabus,
6. (4) Question making follows the proportional to difficulty level of the pedagogy and assessment
principles except the fact that question. processes.
questions should have an average 24. (3) ‘Readiness for learning’ refers 33. (4) An upper primary school
difficulty level. to present cognitive level of students constructivist classroom would
8.(3) It is incorrect that critical in the learning continum. foresee that the students would
thinking enables the students to be plan for assessment with the
26. (3) Type of questions that should teacher.
more effective in the domain of
be asked in the exam must be based
education. 34. (4) The agreeable statement is
understanding and application.
12. (3) Learners should not be that a child’s failure is a reflection
encouraged to memorise all the 29. (1) It is difficult, for teachers to on the system and its inability to
answers to questions which the assess pupils’ readiness for a respond to the child.
teacher may ask. learning task because all the 36. (4) Multiple choice questions
elements of readiness do not mature assesses the child’s ability to recall
16. (2) Discussing the marks of
at same time. the correct answer.
individual students in the class may