Pedagogy MCQs (page 79 of 100)
Learning theories, child development, motivation, philosophy of education, teaching methods, curriculum and assessment, measurement and evaluation, classroom management, guidance and counselling, inclusive education, research, planning and school leadership, and Pakistan's education system. Includes applied, scenario-based questions in the style of recent FPSC SST (General) papers. For educator, SST, ESE, lecturer and other teaching posts.
1,997 questions. Select an option to check your answer, or open "Show answer". Showing 1561–1580.
- 1561.
Test scores range from 35 to 92. The range is:
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Answer: B. 57
Range = highest − lowest = 92 − 35 = 57.
- 1562.
Most learners scored very high on an easy test, with a few low scores trailing to the left. The distribution is:
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Answer: D. Negatively skewed
The tail points towards the low scores, so the skew is negative.
- 1563.
On a very difficult test, most scores are low with a few high scores. The distribution is:
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Answer: A. Positively skewed
The long tail is towards the high scores, so the skew is positive.
- 1564.
Many learners obtain the maximum possible score on a test. This is called a:
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Answer: A. Ceiling effect
When a test is too easy, it cannot show differences among high achievers.
- 1565.
In a normal distribution, about what percentage of scores fall within two standard deviations of the mean?
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Answer: C. About 95%
About 95% fall between −2 SD and +2 SD.
- 1566.
A test has a standard error of measurement of 4. A learner scores 60. The approximate 68% band for the true score is:
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Answer: C. 56 to 64
Observed score ± 1 SEM gives about a 68% confidence band.
- 1567.
Which statement about the standard error of measurement (SEM) is correct?
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Answer: D. A smaller SEM means scores are more precise
SEM estimates how much observed scores vary around the true score; reliable tests have a small SEM.
- 1568.
A teacher gives the same test to the same class twice, two weeks apart, and correlates the scores. This estimates:
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Answer: B. Test-retest reliability
Consistency of scores over time is test-retest reliability.
- 1569.
Two equivalent versions of a test are given to the same learners and the scores are correlated. This is:
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Answer: B. Parallel (alternate) forms reliability
Equivalent forms check whether the two versions measure in the same way.
- 1570.
Scores on odd-numbered and even-numbered items of one test are correlated to estimate reliability. This is:
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Answer: D. Split-half reliability
The test is divided into two halves from a single administration.
- 1571.
Which statistic is commonly used to estimate the internal consistency of a test with many items?
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Answer: D. Cronbach's alpha
Cronbach's alpha shows how consistently the items measure the same construct.
- 1572.
Two teachers mark the same essays and their marks agree closely. This shows high:
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Answer: C. Inter-rater reliability
Agreement between scorers is inter-rater reliability.
- 1573.
The most effective way to improve the reliability of essay marking is to:
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Answer: C. Use a clear rubric and train markers with sample answers
Shared criteria and calibration reduce differences between markers.
- 1574.
A teacher reads a learner's name before marking and gives higher marks to a learner known to be bright. This error can be reduced by:
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Answer: A. Marking anonymously
Anonymous marking reduces the halo effect and other bias.
- 1575.
Lengthening a test with more good-quality items usually:
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Answer: B. Increases its reliability
More items sample the content better and reduce the effect of chance.
- 1576.
A Physics test includes long, difficult reading passages, so weak readers score poorly even when they know the physics. This mainly threatens:
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Answer: B. Validity
The scores reflect reading ability, not only physics knowledge.
- 1577.
A test can be reliable but not valid. Which example shows this?
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Answer: A. A scale that consistently shows 2 kg more than the true weight
Consistent results (reliability) do not guarantee accurate measurement of the intended quality (validity).
- 1578.
A teacher checks whether a test's questions cover all the unit's learning outcomes in the right proportions. This checks:
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Answer: B. Content validity
Content validity concerns how well items sample the content and outcomes.
- 1579.
Entry test scores are compared with the same learners' first-year university GPA. This examines:
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Answer: A. Predictive validity
Predictive validity shows how well a test forecasts later performance.
- 1580.
Scores on a new short reading test are compared with scores on an established reading test taken in the same week. This is:
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Answer: C. Concurrent validity
Concurrent validity compares a new measure with an accepted one at the same time.