Practice: Assessment and Evaluation
Knowledge Check: Our Universe
Assessment & Evaluation – Types, Tools and CCE
Q1: In classroom practice, assessment is BEST described as
A) Only assigning grades at the end of the year
B) Collecting information about learners’ performance using various tools
C) Punishing learners for poor performance
D) Only promoting learners to next class without checking learning
Q2: Evaluation in school education mainly refers to
A) Only writing questions in a test
B) Judging learners’ performance using assessment data against certain criteria
C) Asking learners to memorise answers
D) Only maintaining attendance registers carefully
Q3: Diagnostic assessment is MOST appropriate when the teacher wants to
A) Prepare final result sheet at year-end
B) Find out specific learning difficulties before or during teaching
C) Declare ranks in board examination
D) Decide co-curricular activities for the year only once
Q4: A teacher using frequent short tests, observations and feedback during a term is mainly doing
A) Summative assessment
B) Formative assessment
C) Zero evaluation
D) Only promotion assessment at the end of the course
Q5: In Continuous and Comprehensive Evaluation (CCE), the term “continuous” mainly emphasises
A) Only one exam at the end of the year
B) Assessment once in two years
C) Regular and periodic assessment throughout the academic year
D) Assessment only for high achievers in the class
Q6: In CCE, the term “comprehensive” mainly refers to
A) Only written tests in all subjects
B) Coverage of scholastic as well as co-scholastic areas of development
C) Focus only on co-curricular activities
D) Assessment only of physical development in sports period
Q7: Which assessment tool is MOST suitable to observe a child’s cooperation, leadership and sharing behaviour in group work?
A) Standardised written test
B) Oral viva at the end of the year
C) Observation with checklist or rating scale
D) Only homework correction in notebook
Q8: A learner portfolio is BEST described as
A) Only final exam paper
B) Collection of learner’s work over time showing progress
C) List of school holidays only
D) Only one project report for external inspection
Q9: Self and peer assessment mainly help learners to
A) Avoid responsibility for their work
B) Develop reflection, critical thinking and responsibility for learning
C) Depend only on teacher’s judgement
D) Compete in an unhealthy way through criticism only
Q10: The primary aim of introducing CCE in schools was to
A) Increase rote memorisation for final exams
B) Make learning child-friendly, reduce exam stress and support holistic development
C) Replace projects with only multiple-choice tests
D) Focus only on ranking students in class based on marks
Analysis and Interpretation of Learner’s Data
Q1: The MAIN purpose of analysing test scores of a class is to
A) Store marks only for official records
B) Identify learning patterns and plan remedial or enrichment teaching
C) Increase exam fear among students
D) Label learners as weak or strong permanently
Q2: For comparing performance of a learner across different tests with different total marks, a teacher should convert scores into
A) Only grades
B) Percentages
C) Roll numbers
D) Tally marks only without any calculation
Q3: The arithmetic mean (average) of scores is obtained by
A) Selecting the middle score after arranging all scores
B) Counting the most frequent score
C) Adding all scores and dividing by number of scores
D) Subtracting lowest score from highest score only
Q4: When a few learners have extremely high or extremely low marks, the BEST central tendency measure to use is usually
A) Mean
B) Median
C) Mode
D) Range only without any average
Q5: In a frequency distribution of marks, the score obtained by the largest number of students is called
A) Mean
B) Median
C) Mode
D) Range
Q6: The range of a set of marks mainly indicates
A) Middle score
B) Difference between highest and lowest scores
C) Total of all scores
D) Most frequent score in the class only
Q7: A bar graph is MOST suitable for showing
A) Progress of a student over several tests in time order
B) Comparison of average marks in different subjects
C) Proportion of time spent during a day
D) Shape of distribution of continuous scores only
Q8: To display an individual learner’s progress across three unit tests during the year, the MOST appropriate graph is
A) Bar graph
B) Line graph
C) Pie chart
D) Pictograph with unrelated pictures only
Q9: A teacher finds that most students scored high in simple recall questions but low in application-based questions. This interpretation suggests that
A) Students have strong understanding and application skills
B) Teaching needs to focus more on higher-order thinking and problem-solving
C) The test was too easy for all learners
D) Only high achievers should be given application questions next time
Q10: After analysing test data, the FIRST follow-up step of a reflective teacher is to
A) File the marks safely and forget about them
B) Decide remedial activities for identified weak areas
C) Publish a rank list on school notice board
D) Call only high scorers for special coaching after school hours
Q11: A frequency table of marks in a class mainly helps the teacher to
A) Change the test after it is conducted
B) See how many learners fall in each marks range
C) Find home address of each learner
D) Prepare timetable for next year only
Q12: A pie chart showing percentage of students in each grade (A, B, C, D) mainly represents
A) Change over time
B) Part–whole relationship of grade distribution
C) Exact raw score of each learner
D) Seating arrangement in classroom only
Q13: If a teacher notices that the class mean in mathematics is high but the range is also very large, it MOST likely means
A) All learners are performing at the same level
B) There is very little variation in scores
C) Some learners are scoring very high and some very low
D) No learner has passed in the test at all
Q14: While interpreting learner data, which of the following is MOST appropriate?
A) Using one test score to permanently label a learner
B) Considering multiple evidences over time before judging progress
C) Ignoring classroom observation and using only final exam marks
D) Comparing learners only with class topper always
Q15: A teacher prepares a simple progress card that shows strengths, areas to improve and suggestions. This is an example of
A) Interpreting data to give descriptive feedback
B) Ignoring data after correction
C) Only ranking learners
D) Confidential report for headmaster only without sharing with parents or learners
Latest Educational Policies and Acts – Child Rights, RTI, RTE, NCFs, APSCF 2011, NEP 2020, NCFSE 2023
Q1: The Right to Information (RTI) Act in India came into force mainly to
A) Restrict citizens’ access to government information
B) Give citizens the right to seek information from public authorities
C) Control private school fees directly
D) Decide only the school calendar and holidays every year
Q2: Under the Right of Children to Free and Compulsory Education (RTE) Act, free education is ensured for children in the age group
A) 3–5 years
B) 6–14 years
C) 15–18 years
D) 18–21 years
Q3: Which of the following provisions is MOST closely linked with child rights in schools?
A) Use of corporal punishment to improve marks
B) Discrimination based on caste or gender for seating arrangements
C) Safe, inclusive, and child-friendly environment without physical or mental harassment
D) Restricting participation of children in school councils or clubs
Q4: The National Curriculum Framework (NCF) 2005 mainly emphasised
A) Rote learning and heavy textbooks
B) Child-centred, constructivist learning and reduction of curriculum load
C) Only drill and practice without understanding
D) Learning through punishment and fear in classrooms
Q5: A key recommendation of NCF 2005 regarding assessment was to
A) Depend only on annual examinations
B) Introduce Continuous and Comprehensive Evaluation (CCE)
C) Remove all internal assessments
D) Evaluate only using multiple-choice questions in all subjects
Q6: The Andhra Pradesh State Curriculum Framework (APSCF) 2011 was developed mainly to
A) Copy another country’s curriculum without changes
B) Localise the ideas of NCF 2005 to Andhra Pradesh context
C) Remove activity-based learning from schools
D) Replace all regional content with only national level examples
Q7: A major feature of APSCF 2011 related to pedagogy is
A) Teacher-centred lecture methods only
B) Activity-based, constructivist learning using local resources
C) Exclusive use of foreign examples and contexts
D) Complete removal of group work and projects from classrooms
Q8: APSCF 2011 views assessment in schools mainly as
A) A tool for ranking schools only
B) A continuous, school-based process supporting learning (CCE)
C) A method to give high punishment to low scorers
D) One final exam prepared only at national level for all classes
Q9: According to APSCF 2011, classroom practices in Andhra Pradesh should give special importance to
A) Local language, culture and environment of learners
B) Only international case studies in all lessons
C) Memorisation of textbook questions alone
D) Use of a single teaching method in all subjects and classes
Q10: A question in an exam paper asks children to use local data from their village market for a maths problem. This approach is MOST consistent with
A) Ignoring APSCF 2011 recommendations
B) Abstract, context-free teaching only
C) APSCF 2011 emphasis on integrating local context with learning
D) Removing all real-life applications from curriculum
Q11: NEP 2020 proposes a new school structure described as
A) 10+2 only
B) 5+3+3+4
C) 4+4+4 only
D) 8+2 system for all levels together
Q12: NEP 2020 emphasises that school assessment should become
A) More memorisation-based and high-stakes only
B) Competency-based, formative and focussed on higher-order skills
C) Limited to one annual examination
D) Mainly oral tests with no recording of results at all
Q13: According to NEP 2020, board examinations should
A) Stay purely memory-based and once-in-a-lifetime
B) Test core competencies, be made easier and offered on more than one occasion
C) Be removed completely from education system
D) Decide the discipline of learners from primary level only
Q14: National Curriculum Framework for School Education (NCFSE) 2023 mainly aims to
A) Ignore NEP 2020 recommendations
B) Translate NEP 2020 into detailed curriculum and assessment guidelines for schools
C) Replace all state-level frameworks with a single textbook
D) Focus only on higher education and ignore school education completely
Q15: A key feature of NCFSE 2023 in reporting learner progress is
A) Only marks-based report cards without any description
B) Holistic progress cards showing competencies, skills and dispositions
C) Reports shared only with administration and not with parents
D) Use of only rank positions in all classes as report card content
Q16: Which year is correctly matched with its major educational policy or framework?
A) NCF 2005 – year 2011
B) NEP 2020 – year 2020
C) APSCF 2011 – year 2005
D) NCFSE 2023 – year 2010
Q17: In light of child rights and recent policies, which classroom practice is MOST appropriate?
A) Publicly announcing low scorers’ names and shaming them
B) Encouraging student participation in classroom decisions and councils
C) Using harsh physical punishment as main disciplinary tool
D) Denying admission to children from disadvantaged groups to avoid “problems”
Q18: Which statement about RTE Act is MOST accurate for school-level practice?
A) RTE allows corporal punishment if parents give written permission
B) RTE expects schools to ensure non-discrimination, inclusive admission and child-friendly learning
C) RTE applies only to private unaided schools
D) RTE is concerned only with higher education scholarships
Q19: Which classroom-based example BEST reflects the spirit of NEP 2020 and NCFSE 2023?
A) Single yearly exam with only memory-based questions
B) Regular competency-based tasks, projects and feedback on skills
C) Only dictation of notes without any activity
D) Teacher reading textbook word-by-word without interaction in all periods
Q20: In the context of RTI Act, a parent of a government school child can legitimately ask for
A) Personal phone number of all teachers for private use
B) Official information about utilisation of school grants and teacher posts
C) Answer keys of all competitive exams in the country
D) Confidential answer scripts of other children for comparison
Q21: Which combination of policies/frameworks is correctly matched with “child-centred, activity-based learning and CCE”?
A) NCF 2005 and APSCF 2011
B) RTI Act and Income Tax Act
C) Motor Vehicles Act and RTE Act
D) Only NEP 2020 with no link to older frameworks
Q22: The idea of “holistic and multidisciplinary education” mentioned in NEP 2020 for school level mainly means
A) Focusing only on one subject from primary stage
B) Integrating arts, sports, vocational education and values with academic learning
C) Removing all co-curricular activities from timetable
D) Teaching only through textbooks with no projects or field work
Q23: An example consistent with child rights approach in classroom is
A) Allowing students to express views respectfully during class discussion
B) Forcing silence of all students without reasons
C) Fixing seating by caste or economic status
D) Giving heavier punishment to children from poor backgrounds for the same mistake
Q24: Which of the following sets correctly pairs policy/framework with its key theme?
A) RTI – Child-centred pedagogy only
B) RTE – Fundamental right to elementary education
C) APSCF 2011 – Only financial management of schools
D) NCFSE 2023 – Only university-level curriculum design
Q25: The combined direction of NCF 2005, APSCF 2011, NEP 2020 and NCFSE 2023 for assessment is to move from
A) Holistic assessment to only marks-based exams
B) Single, high-stakes memory tests to continuous, competency-based and child-friendly evaluation
C) Activity-based assessment to purely written testing
D) School-based assessment to only external exams without teacher role