Assessment MCQ Quiz - Objective Question with Answer for Assessment - Download Free PDF

The correct answer is - Finished Portfolio

Key Points

• Finished Portfolio
  • A Finished Portfolio is a comprehensive collection of an applicant's best work and achievements.
  • It is typically presented during the final stages of a job application process to demonstrate proficiency and readiness.
  • This type of portfolio is well-organized and includes completed projects that highlight the applicant's skills and accomplishments.
  • Employers use Finished Portfolios to assess an applicant's capabilities and suitability for the role.

Additional Information

• Types of Portfolios
  • Documentation Portfolio
    • Contains records and evidence of an applicant's skills, experiences, and learning over time.
    • Used primarily for educational purposes and to track an individual's progress and development.
  • Progress Portfolio
    • Focuses on an individual's growth and improvement in specific areas.
    • Includes drafts, revisions, and self-assessments to show the learning process.
  • Working Portfolio
    • Used for ongoing projects and is a collection of current work and tasks.
    • Helps in tracking progress and planning future work.

The correct answer is - A - III, B - II, C - IV, D - I

Key Points

• Perceptual Reasoning (A - III)
  • Includes tasks that assess the ability to interpret and organize visually presented material.
  • Examples of such tasks are Block Design, Matrix Reasoning, and Visual Puzzles.
• Working Memory (B - II)
  • Involves the ability to hold and manipulate information in the mind over short periods.
  • Examples include Digit Span and Arithmetic.
• Processing Speed (C - IV)
  • Measures the speed of mental and eye/hand coordination tasks.
  • Examples include Symbol Search and Coding.
• Verbal Comprehension (D - I)
  • Assesses the understanding of language-based tasks and information.
  • Examples include Similarities, Vocabulary, and Information.

Additional Information

• Perceptual Reasoning
  • In cognitive assessments, it is crucial for problem-solving involving visual-motor and spatial skills.
  • Tasks often require the participant to conceptualize and reason with visual information.
• Working Memory
  • This cognitive function is critical for tasks involving the temporary storage and manipulation of information.
  • It is a core component of executive function and is highly correlated with overall intellectual ability.
• Processing Speed
  • Important for tasks that require quick and efficient mental operations.
  • Higher processing speed is associated with better performance on complex cognitive tasks.
• Verbal Comprehension
  • Key in understanding and processing language, important for academic success and everyday communication.
  • Includes tasks that measure knowledge of words, the ability to reason using language, and general knowledge.

The correct answer is - Dr. Radhakrishnan Committee

Key Points

• Dr. Radhakrishnan Committee
  • This committee was formed to propose transformative reforms in the accreditation processes of higher education institutions in India.
  • The committee recommended introducing a two-phase accreditation system:
    • Binary Accreditation: A simplified process to assess whether an institution meets the basic standards of quality.
    • Maturity-Based Graded Level: A more detailed evaluation based on the institution's level of maturity and quality improvement over time.
  • The recommendations were aimed at making the accreditation process more transparent and efficient, ensuring wider participation of institutions.

Additional Information

• National Assessment and Accreditation Council (NAAC)
  • NAAC is an autonomous institution under the University Grants Commission (UGC), responsible for assessing and accrediting higher education institutions in India.
  • Its primary objective is to ensure the quality of education by evaluating institutions on criteria such as teaching-learning processes, infrastructure, and research output.
• Binary Accreditation
  • This phase determines whether an institution meets the minimum quality benchmarks set by NAAC.
  • Institutions are given a simple "Yes" or "No" accreditation status based on their compliance with basic criteria.
• Maturity-Based Graded Level
  • This phase evaluates an institution on a graded scale, taking into account its growth, sustainability, and continuous quality improvements.
  • Institutions are awarded grades such as A++, A+, A, etc., based on their performance in various parameters.
• Transformative Reforms
  • The reforms aim to simplify and strengthen the accreditation framework, enabling institutions to focus on quality enhancement rather than just compliance.
  • This initiative aligns with the goals of the National Education Policy (NEP) 2020, which emphasizes improving the quality of higher education in India.

The correct answer is - (B), (A), (D), (C)

Key Points

• Indirect Teacher Talk Categories
  • Accepts feeling (A)
    • This involves acknowledging and accepting students' emotions or feelings.
  • Praises or encourages (B)
    • This includes positive reinforcement given by the teacher to the students.
  • Using pupils' ideas (D)
    • This category includes integrating and utilizing students' ideas into the teaching process.
  • Asks questions (C)
    • Teachers use this category to inquire and stimulate student thinking and responses.

Additional Information

• Flanders' Interaction Analysis
  • Developed by Ned Flanders, this system is used to analyze classroom interaction.
  • It categorizes teacher and student behaviors into different types to evaluate the teaching process.
  • Helps in understanding the dynamics of classroom communication and improving teaching strategies.
• Benefits of Using Flanders' Interaction Analysis
  • Provides a systematic method to observe and improve teaching effectiveness.
  • Encourages reflective teaching practices.
  • Helps in identifying areas that need improvement in classroom interaction.

The correct answer is - Formative Evaluation

Key Points

• Formative Evaluation
  • It is used to monitor student learning and provide ongoing feedback.
  • Helps teachers identify student strengths and weaknesses, and target areas that need work.
  • It is typically conducted during the instructional process, rather than at the end of a unit or course.
  • Aims to improve the teaching and learning process while it's happening.

Additional Information

• Achievement Evaluation
  • Measures how much students have learned or achieved at the end of an instructional unit by comparing it against some standard or benchmark.
  • Often used in standardized testing and final exams.
• Summative Evaluation
  • Conducted at the end of a course or program to assess student learning, skill acquisition, and academic achievement.
  • Used to make final judgments about student performance.
• Criterion-Referenced Evaluation
  • Measures student performance against a fixed set of criteria or learning standards.
  • Focuses on whether students have learned specific skills or concepts.

The phenomena of cognitive domains and Psychomotor domain is proposed by Benjamin Bloom in his Taxonomy in 1956.

• Bloom explains taxonomy in three domains such as:
  • Cognitive Domains
  • Psychomotor Domains
  • Affective Domains : Most of the school learning programmes we intend to develop cognitive skills related to the learning. content and also to bring in changes in the affective domain of the learner like interests, Affective and attitudes, values etc. It is clear that cognitive as well as affective learning take place Psychomotor Learning and their Organisation simultaneously and with the same content of learning, there are several learning situations in which psychomotor learning occurs along with cognitive learning and for affective learning.

Key Points

• According to Bloom's Taxonomy, changes are going on throughout life, So human skills and domains are also developed or changed, that's why they can learn and remember new things. And also they can modify their skills, their talent, and their interest also.

Important Points

•  Outcomes can not be changed easily, they can change by practicing, gaining knowledge, etc.
• That's why option (3) is the correct answer to this question.

Additional Information

• There are six steps in the Cognitive domain, such as:
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation​
• ​​These steps are revised in 2001 by Anderson and Krathwohl as-
  • Remembering
  • Understanding
  • Applying
  • Analyzing
  • Evaluating
  • Creating

Test/question paper works as a tool in order to measure students' level of knowledge. It also helps to adjust the learning material accordingly. Validity, reliability, and objectivity are the characteristic of tests.

Key Points

The above-mentioned statement is related to the test's validity as:

• A measuring instrument possesses validity when it actually measures what it claims to measure.
• For example, if a test is designed to measure aptitude, then it must measure aptitude and not personality, intelligence, or any other traits.
• Validity generally refers to how accurately a conclusion, measurement, or concept corresponds to what is being tested.
• It is defined as the extent to which an assessment accurately measures what it is intended to measure.

Hence, it could be concluded that the correct answer is validity.

Additional Information 

Other qualities of a test:

Reliability:

• One of the most important criteria for the quality of measurement is the reliability of the measuring instrument.
• Reliability means consistency with which an instrument yields similar results.

Objectivity

• Objectivity is also referred to as rater reliability. It affects both the validity and reliability of test scores. 
• The objectivity of a measuring instrument means the degree to which different persons scoring the answer receipt arrives at the same result.

Instructional objectives are classroom objectives, unique to each course, subject, or teaching point. They indicate the desirable knowledge, skills, or attitudes to be gained. The idea of creating a taxonomy of instructional objectives was conceived by Benjamin Bloom.

• Bloom’s taxonomy was propounded by Benjamin Bloom in 1956. Taxonomy is a hierarchical order of cognitive skills. The objectives can be grouped into three domains including Cognitive, Psychomotor, and Affective.

Key Points

• Cognitive domain: It is concerned with the mental ability of the learner. It includes recalling or remembering, explaining, reasoning, interpreting, and problem-solving of an area of learning.
• B. S. Bloom has divided the cognitive objectives into six categories (under Bloom's taxonomy) arranged from the lowest to the highest level of functioning.
  • Knowledge: It refers to the process of recognizing and recalling information.
  • Understanding: It refers to the process of interpreting and assimilating information.
  • Application: It refers to the process of utilizing information in new and different situations.
  • Analysis: It refers to the process of identifying the pattern and connection among the given information
  • Synthesis: It refers to the process of combining information and making connections among them to generate a new idea.
  • Evaluation: It refers to the process of making judgments and Justifying decisions about the value of information and materials

Thus, it can be concluded that the above three (Application, Analysis, Synthesis) are examples of higher-order thinking skills.

Instructional objectives are classroom objectives, unique to each course, subject, or teaching point. They indicate the desirable knowledge, skills, or attitudes to be gained. The idea of creating a taxonomy of instructional objectives was conceived by Benjamin Bloom.

• Bloom’s taxonomy was propounded by Benjamin Bloom in 1956. Taxonomy is a hierarchical order of cognitive skills. The objectives can be grouped into three domains including Cognitive, Psychomotor, and Affective.

Key Points 

• Cognitive domain: It is concerned with the mental ability of the learner. It includes recalling or remembering, explaining, reasoning, interpreting, and problem-solving of an area of learning.
• B. S. Bloom has divided the cognitive objectives into six categories (under Bloom's taxonomy) arranged from the lowest to the highest level of functioning.
  • Knowledge(Recall): Ability to recall or recognize already learned information, basic concepts without necessarily understanding what they mean.
  • Understanding: Ability to organize and arrange materials mentally. Understanding of facts and ideas by organizing, summarizing, translating, generalizing, giving descriptions, and stating the main ideas.
  • Application: Ability to select and apply already learned rules. The application involves using acquired knowledge, solving problems in new situations by applying acquired knowledge, facts, techniques, and rules. 
  • Analysis: Analyse information provided (e.g. by distinguishing between factual and hypothetical statements).
  • Evaluation: Make judgments based on criteria or standards and Judge the value of material for a specified purpose.
  • Create: Put elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

Thus, it is concluded that Recall is NOT a higher-order thinking skill.

 A portfolio assessment is a collection of student works that are associated with standards you are required to learn. This collection of work is often gathered over a long period of time to reflect what you have been taught as well as what you have learned.

Important Points

• Each piece in the portfolio is selected because it is an authentic representation of what you have learned and is meant to demonstrate your current knowledge and skills.
• A portfolio by nature is a storybook capturing a student's progression of learning as they move through the year.
• A portfolio assessment requires a great level of individual interaction between the student and teacher wherein they are always collaborating about the requirements and components going into the portfolio.
• Thus The Portfolio Assessment technique is used to assess the growth of a student over a period of time and evaluate their own performance.  

Hence, we can conclude that A, C and D points are correct about portfolio assessment.

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve students' performance in terms of learning and development. There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance. It actually determines whether or not the goals of education are met.

Key Points

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• It helps teachers to identify problem-facing areas, to understand and learning needs for achieving academic growth. 
• It is considered an Informal Method of assessment as it can be conducted at any time or during teaching also.
• A teacher collects and reads the work in class VII, then plans and adjusts the next lesson to meet the student's needs. He is doing assessments for learning.
• The goal is to collect detailed information like strengths, weaknesses, knowledge, skills, etc., and then plan the next lesson in a way to improve the performance of the students.

Important Points

Summative Assessment (Assessment of Learning):  

• It is also known as Assessment OF Learning is to evaluate student learning by comparing it against some standard or level.
• The main objective is to rank, grade, classify and compare students periodically that indicate their level of performance.
• It is considered a Formal method of Assessment as it is conducted at a specific time.
• Example: Mid-term Exams, unit tests, final projects, semester exams, etc.

Assessment as Learning:

• When learners are asked to assess their performance on their own, they use various assessment techniques and strategies to assess themselves.
• This practice helps learners to identify their knowledge gaps, adopt appropriate learning strategy and use assessment as a tool for new learning.
• It encourages students to take responsibility for their own learning.
• It requires students to ask questions about their learning.
• It involves teachers and students creating learning goals to encourage growth and development.
• It provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning.
• It encourages peer assessment, self-assessment, and reflection.

Hence, it is clear that the teacher is doing an assessment for learning in the as per the given question.

Bloom's taxonomy is considered a three-rank hierarchical model. The three levels of Bloom’s Taxonomy are discussed below. 

• Cognitive domain: The cognitive domain of Bloom's taxonomy includes knowledge and intellectual skill development. In terms of complexity levels, there are six sub-heads of the cognitive domain. 
  • Knowledge – remembering or recognizing something previously encountered without necessarily understanding, using, or changing it.
  • Comprehension – understanding the material being communicated without necessarily relating it to anything else.
  • Application – using the general concepts to solve a particular problem.
  • Analysis – breaking something down into parts.
  • Synthesis – creating something new by combining different ideas.
  • Evaluation – judging the value of materials or methods as they might be applied in a particular situation.
• 2. Affective domain: The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. There are five sub-heads of the affective domain. 
  • Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.
  • Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
  • Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.
  • The organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.
  • Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

Important Points

• ​3. Psychomotor domain: The psychomotor domain refers to those objectives that are specific to reflex actions interpretive movements and discreet physical functions. There are six sub-heads of the psychomotor domain. 
  • Reflex movements – actions that occur involuntarily in response to some stimulus.
  • Basic fundamental movements – innate movement patterns formed from a combination of reflex movements.
  • Perceptual abilities – translation of stimuli received through the senses into appropriate movements.
  • Physical abilities – basic movements and abilities that are essential to the development of more highly skilled movements.
  • Skilled movements – more complex movements requiring a certain degree of efficiency.
  • Non-discursive movements – ability to communicate through body movement. 

Hence, we can conclude that the right answer to this question is the emotional domain.

Key Points

Measurement:

• Measurement is the process of assigning numbers to objects or events in a way that represents their properties. In the case of a class test, the teacher measures the students' knowledge of the material by assigning scores to their responses.

Assessment:

• Assessment is the process of gathering information about a student's learning in order to make decisions about instruction. In the case of a class test, the teacher uses the scores to assess the students' learning and make decisions about how to proceed with instruction.

Evaluation:

• Evaluation is the process of making judgments about the value of something. In the case of a class test, the teacher may use the scores to evaluate the effectiveness of the instruction or to make judgments about the students' progress.

Value judgment:

• Value judgment is a personal opinion about the worth of something. In the case of a class test, the teacher may make a value judgment about the students' performance, but this is not part of the measurement process.

Here is a table that summarizes the differences between measurement, assessment, and evaluation:

Developing and delivering lessons by teachers are integral in the teaching process. It is hence important for teachers to ensure that the three domains of learning to be achieved. which includes: 

1. Cognitive (thinking)
2. Affective (emotions or feeling)
3. Psychomotor (Physical or kinesthetic)

• Considering the domains and levels of learning can help you find the right path to express that learning.

Levels of Learning

• Benjamin Bloom helped shape the way we categorize learning.

• While the domains define broad areas, they can be further subdivided into levels of learning from lower order to higher order.

Additional Information

• There is one more domain is there that is called the psychosocial domain, propounded by other than the blooms domain.
• The psychosocial domain of learning supports learning through social interaction and relationships.
• Bloom's Taxonomy is the domains of the teaching-learning process can be divided into two important parts as follows: -

Hence, we may say that option 2 is the right answer.

The correct sequence from lower to higher, for indicating learning outcomes related to the affective domain is

• Receiving
• Responding
• Valuing
• Organization
• Characterization

Portfolio

• A portfolio is a summary of a student's major learning accomplishments and strengths. It describes a student's work and achievements.
• It is a collection of a student’s work, usually constructed by selection from a large number of articles, books, magazines, etc., that have been deliberately collected together for a purpose and often presented with a reflective piece written by the student to justify the selection.
• The involvement of the student in reviewing and selecting the content, strategy, and presentation is seen as the main activities for developing a portfolio.
• So, a portfolio is an innovative approach to promote reflective thinking on a wide scale. Portfolios help the students to reflect on their own work in relation to a set of internalized standards – standards that they shared with many others such as peers, academic counselors, teachers, tutors, and course coordinators.
• Portfolios are helpful to focus students’ attention on their own learning efforts and accomplishments.
• The evidence that teachers received from the work of students changes the method in which they teach and increases their expectations for their learners. Portfolios are helpful for students to understand the assessment criteria for themselves.

Hence, we can conclude that the portfolio is maintained to verify the ability, interest, aptitude, and response of the students.

Additional Information

Diary: A diary is a datebook or journal where you record events, emotions, thoughts, or feelings. The datebook where you keep track of appointments is an example of a diary. A journal you keep where you write down your feelings is an example of a diary.

Summative report: Summative report is prepared after evaluating the students in external examinations as well as teacher-made tests, ratings, etc. Although the main purpose of summative evaluation is assigning grades, it also provides information for judging the appropriateness of the course objectives and the effectiveness of instruction.