Pedagogy MCQs (page 80 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 1581–1600.
- 1581.
Before writing a final-term paper, a teacher prepares a two-way grid of topics against cognitive levels with the number of items for each cell. This grid is a:
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Answer: A. Table of specifications (test blueprint)
A blueprint helps ensure the test matches the content and objectives.
- 1582.
The main purpose of a table of specifications is to:
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Answer: D. Ensure the test represents the content and objectives in planned proportions
It strengthens content validity.
- 1583.
Which is a weakness of true–false items?
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Answer: C. Learners have a 50% chance of guessing correctly
The high guessing chance lowers reliability unless many items are used.
- 1584.
Which MCQ stem is best written?
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Answer: D. "Which process do plants use to make food from sunlight?"
A good stem poses a clear, complete question and avoids double negatives.
- 1585.
In an MCQ, the option "All of the above" is generally discouraged because:
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Answer: D. Learners can choose it after recognising only two correct options
Partial knowledge can lead to the right answer without full understanding.
- 1586.
An MCQ's correct option is always much longer and more detailed than the distractors. This flaw:
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Answer: C. Gives a clue to the answer
Length differences let test-wise learners guess correctly.
- 1587.
Matching items work best when:
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Answer: C. The premises and responses are homogeneous (of the same kind)
Homogeneous lists make the task test knowledge rather than elimination by category.
- 1588.
Which item type is best for assessing a learner's ability to organise and present an argument?
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Answer: C. Extended-response essay
Essays require learners to organise ideas and construct arguments.
- 1589.
Which item type allows a teacher to sample a wide range of content in a short time?
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Answer: A. Multiple-choice
Many MCQs can be answered quickly, covering a broad range of content.
- 1590.
A Grade 9 test has negative marking. Its main purpose is to:
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Answer: C. Discourage blind guessing
Penalising wrong answers reduces the gain from random guessing.
- 1591.
A teacher converts raw scores into grades A–F using fixed cut-off marks (e.g., 80% and above = A). This grading is:
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Answer: A. Criterion-referenced (absolute)
Grades depend on fixed standards, not on how others performed.
- 1592.
A teacher compares a learner's current essay with the same learner's earlier essays to show progress. This is:
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Answer: B. Ipsative assessment
Ipsative assessment compares a learner with their own previous performance.
- 1593.
A teacher gives the top 10% of learners an A, whatever their actual scores. This approach is:
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Answer: C. Norm-referenced grading
Grades depend on rank within the group.
- 1594.
A test is given under the same instructions, timing and scoring rules for all candidates nationwide, with norms. It is a:
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Answer: C. Standardised test
Standardised tests use uniform procedures and norms.
- 1595.
A Grade 7 learner taps a pencil loudly during a lesson. According to the principle of least intrusive intervention, the teacher should first:
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Answer: D. Move closer to the learner or give a quiet non-verbal cue
Start with the smallest action that stops the behaviour without interrupting learning.
- 1596.
A teacher wants to reduce a learner's repeated calling out. Before planning an intervention, the teacher should first:
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Answer: A. Record what happens before and after the behaviour (ABC data)
Antecedent–Behaviour–Consequence records reveal what triggers and maintains the behaviour.
- 1597.
ABC data show that a learner clowns around mainly when classmates laugh. The behaviour is most likely maintained by:
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Answer: A. Peer attention
The consequence that follows (laughter) is reinforcing the behaviour.
- 1598.
A learner disrupts mainly when asked to write and is then sent out of class. What is likely maintaining the behaviour?
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Answer: D. Escape from the writing task
Sending the learner out lets them avoid the task, which reinforces the disruption.
- 1599.
A teacher says, "Ahmed, thank you for raising your hand and waiting your turn." This is an example of:
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Answer: B. Behaviour-specific praise
It names exactly what the learner did well, which makes the behaviour more likely to recur.
- 1600.
A teacher spends the first two weeks teaching and practising routines for entering, distributing materials and moving into groups. The main benefit is:
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Answer: B. Less lost time and fewer disruptions during transitions
Clear, practised routines make transitions smooth and predictable.