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Evaluation Of Learning CTET MCQ. We covered all the Edu 08 educational assessment and evaluation MCQs PDF in this post for free.
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Evaluation Of Learning CTET MCQ for Students
Which of the following statements is accurate?
a. Formative assessment can also serve as summative assessment
b. Summative assessment does not offer the same depth as formative assessment
c. There is little distinction between formative and summative assessments
d. All the above
Option b – Summative assessment does not offer the same depth as formative assessment
School-Based Assessment (SBA) enables teachers to
a. Assess students at the end of each term
b. Evaluate students without offering feedback
c. Interact regularly with learners
d. Avoid evaluating students
Option c – Interact regularly with learners
School-Based Assessment (SBA) emphasizes
a. Identifying student weaknesses
b. Implementing corrective actions
c. Consistent skill and competency development
d. All the above
Option d – All the above
CCE is short for
a. Continuous Curricular Examination
b. Curricular and Co-Curricular Evaluation
c. Continuous and Comprehensive Evaluation
d. Compulsory Comprehensive Evaluation
Option c – Continuous and Comprehensive Evaluation
Which of these is incorrect about CCE?
a. It is conducted at the school level
b. It helps reduce learners’ stress
c. It prefers grades over marks
d. It increases teacher workload
Option d – It increases teacher workload
Which of these is not a suitable formative assessment tool in academics?
a. Conversation skills
b. Open-ended questions
c. Project work
d. Classroom tasks
Option a – Conversation skills
One of the following is not a category of evaluation:
a. Norms
b. Formative
c. Summative
d. CCE
Option a – Norms
To make assessments effective and engaging, one should
a. Compare learners with each other
b. Label students based on performance
c. Use multiple methods to track learning
d. Give feedback in technical terms
Option b – Label students based on performance
School-Based Assessment rests on the idea that
a. Assessments must be inexpensive
b. Teachers know their students better than external examiners
c. Students should always get top grades
d. Schools outperform examination boards
Option b – Teachers know their students better than external examiners
Assessment for learning does not include consideration of
a. Student needs
b. Student errors
c. Student learning styles
d. Student strengths
Option a – Student needs
Continuous and Comprehensive Evaluation (CCE) focuses on
a. Eliminating board exams
b. Conducting extensive testing
c. Monitoring and improving learning outcomes
d. Tailoring tests to classroom lessons
Option c – Monitoring and improving learning outcomes
School-Based Assessment helps students by
a. Making them indifferent
b. Weakening board accountability
c. Disrupting national academic standards
d. Enhancing learning through diagnostic feedback
Option d – Enhancing learning through diagnostic feedback
The introduction of School-Based Assessment aimed to
a. Reduce the board’s control over schools
b. Ensure students’ overall development
c. Motivate teachers to document every activity
d. Encourage inter-school competition
Option b – Ensure students’ overall development
When a teacher modifies the lesson based on student work, it is
a. Assessment of learning
b. Assessment as learning
c. Assessment for learning
d. Assessment at learning
Option c – Assessment for learning
Teachers involved in School-Based Assessment often
a. Feel burdened by constant testing
b. Must assign projects to every student
c. Track students’ values daily
d. Feel ownership of the assessment process
Option d – Feel ownership of the assessment process
Which is not appropriate for formative assessment?
a. Open-ended questions
b. Project work
c. Observation
d. Ranking students
Option d – Ranking students
Teachers use assessment insights to
a. Decide on student promotion
b. Withhold promotions for low performers
c. Adjust teaching strategies
d. Label students as strong or weak
Option c – Adjust teaching strategies
CCE is vital for
a. Aligning tests with teaching
b. Undermining board accountability
c. Fixing infrequent errors
d. Understanding and improving learning
Option d – Understanding and improving learning
Assessment plays an important role in
a. Giving grades
b. Screening students
c. Providing motivation
d. Promoting rankings
Option c – Providing motivation
The most effective assessment approach is
a. Integrating it into teaching-learning
b. Conducting it twice a year
c. Outsourcing it to external agencies
d. Doing it only at year-end
Option a – Integrating it into teaching-learning
The goal of assessment is to
a. Label students
b. Create competition
c. Induce stress for results
d. Enhance learning
Option d – Enhance learning
Assessment becomes meaningful when
a. Feedback helps both students and teachers
b. Done only at the year’s end
c. Students are compared
d. It causes stress
Option a – Feedback helps both students and teachers
The purpose of measurement in education is to
a. Quantify learning goals
b. Judge teacher competence
c. Gather data for evaluation
d. Make decisions about students
Option c – Gather data for evaluation
The goal of evaluation is to
a. Confirm learning has taken place
b. Assess what the child has learned
c. Identify learning difficulties
d. All of the above
Option d – All of the above
One of these is not a feature of evaluation:
a. Covers all behavior domains
b. Follows clear objectives
c. Conducted after task completion only
d. Serves teacher and student needs
Option c – Conducted after task completion only
Which is true?
a. Evaluation is a subset of measurement
b. Evaluation extends measurement
c. Evaluation and measurement are synonyms
d. Evaluation differs entirely from measurement
Option b – Evaluation extends measurement
Measurement and evaluation are useful for
a. Checking teaching effectiveness
b. Encouraging learners
c. Enhancing teaching methods
d. All of the above
Option d – All of the above
Which does not belong to the evaluation triangle?
a. Educational goals
b. Evaluation
c. Teaching experiences
d. Learning experiences
Option c – Teaching experiences
After identifying learning gaps, the next step should be
a. Repetition and practice
b. Targeted remedial instruction
c. Review of all lessons
d. Sharing findings with students and parents
Option b – Targeted remedial instruction
Diagnostic tests are mainly conducted to identify
a. General weaknesses of a class
b. Specific remedial program needs
c. Root causes of academic issues
d. Particular student difficulties
Option c – Root causes of academic issues
Evaluation benefits a teacher by
a. Creating action research opportunities
b. Grouping students
c. Giving timely feedback
d. All of the above
Option c – Giving timely feedback
The core goal of evaluation is
a. Label students
b. Identify remedial needs
c. Understand problem areas
d. Gauge success in preparing students for life
Option d – Gauge success in preparing students for life
Criterion-referenced evaluation does not involve
a. Measuring specific learning objectives
b. Evaluating taught content over time
c. Measuring individual progress
d. Indicating expected performance levels at each stage
Option d – Indicating expected performance levels at each stage
Formative assessment may be conducted
a. Before instruction
b. After instruction
c. Both a and b
d. Neither a nor b
Option c – Both a and b
A portfolio refers to
a. Assessment
b. Judgement
c. A student’s curated collection of work and reflections
d. Cumulative record
Option c – A student’s curated collection of work and reflections
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