education subject mcq questions

A quiz on fundamentals of Education

Education quiz questions and answers:.

Ques. Education is primarily a/an __ institution (a) economic (b) formative (c) religious (d) all these View Answer Ans. (b)

Ques. _________ is not a proper method of teaching according to idealism. (a) Dialectical method (b) Intuitive method (c) Experimental method (d) Conceptual method View Answer Ans. (c)

Ques. Which one of the following is the main objective of teaching? (a) To give information related to the syllabus. (b) To develop thinking power of students. (c) To dictate notes to students. (d)To prepare students to pass the examination. View Answer Ans. (b)

Ques. If students do not understand what is taught in the classroom, the teacher should:- (a) Explain it in a different way (b) Feel terribly bored (c) Feel that he is wasting time (d) Pity the students View Answer Ans. (a)

Ques. ___ criticized the concept of formal education. (a) Rousseau John (b) William Shakespeare (c) George Washington (d) Joseph Stalin View Answer Ans. (a)

Ques. _____ is a function of education. (a) Acquisition of information about the past and present (b) Developing decision making capacity (c) Developing problem solving capacity (d) All these View Answer Ans. (d)

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Ques. ‘Education of the masses’ is the concept of ___. (a) Vivekananda (b) Edward James Olmos (c) Helen Keller (d) Emma Hart Willard View Answer Ans. (a)

Ques. Education is a continuous process through which a person acquires ___. (a) a view of life (b) knowledge (c) both (a) and (b) (d) neither (a) nor (b) View Answer Ans. (c)

Ques. Which one of the following is a good method of teaching? (a) Lecture and Dictation (b) Seminar and Project (c) Seminar and Dictation (d) Dictation and Assignment. View Answer Ans. (b)

Ques. Which of the following will not hamper effective communication in the classroom? (a) A lengthy statement (b) A precise statement (c) An ambiguous statement (d) A statement which allows the listener to draw her/his own conclusions. View Answer Ans. (b)

Ques. Value -oriented education aims at cultural ___. (a) oppression (b) conflict (c) harmony (d) intolerance View Answer Ans. (c)

Ques. Education confined to mere imparting of knowledge is not ___ education. (a) true (b) negative (c) both (a) and (b) (d) neither (a) nor (b) View Answer Ans. (a)

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Ques. According to idealists, the curriculum should be _____. (a) pupil-centered (b) teacher-centered (c) both (a) and (b) (d) neither (a) nor (b) View Answer Ans. (b)

Ques. ____ believe that learners should apply their knowledge to real situations through experimental inquiry. (a) Realists (b) Idealists (c) Naturalists (d) Pragmatists View Answer Ans. (d)

Ques. Effectiveness of teaching depends on (a) Qualification of teacher. (b) Personality of teacher. (c) Handwriting of teacher. (d) Subject understanding of teacher View Answer Ans. (d)

Ques. With specific reference to classroom environment, all except one of the major components of listening is:- (a) Hearing (b) Being attentive (c) Answering (d) Understanding and remembering View Answer Ans. (c)

Ques. Value- oriented education should be __. (a) Text book-oriented (b) Exam-oriented (c) both (a) and (b) (d) neither (a) nor (b) View Answer Ans. (d)

Ques. Education should enable the learners to develop __ spirit. (a) submissive (b) religious (c) partisan (d) critical View Answer Ans. (d)

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Ques. Etymological meaning of the term ‘education’ is to __. (a) bring up (b) know (c) do (d) grow View Answer Ans. (a)

Ques. Education is the harmonious development of ___ faculty. (a) physical (b) mental (c) moral (d) all of these View Answer Ans. (d)

Ques. In order to modify the undesirable behaviour of a student, the most effective method is:- (a) To punish the student (b) To bring it to the notice of parents (c) To make her/him conscious of the consequences of her/his actions (d) To find out the reasons for her/his undesirable behavior and provide remedies. View Answer Ans. (d)

Ques. _____ form the core theme of value education. (a) Caring for others (b) Cooperation (c) Humility (d) All these View Answer Ans. (d)

Ques. Educational philosophy is _________. (a) speculative (b) normative (c) both (a) and (b) (d) neither (a) nor (b) View Answer Ans. (c)

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Ques. __________ introduced the concept of kindergarten. (a) Gandhi (b) Frobel (c) Helen Keller (d) Anne S ullivan View Answer Ans. (b)

Ques. Which one of the following statements is/are true? (i) Education is a life-long process (ii) Education is a systematic process (iii) Education is a modification of behaviour (iv) Education is instruction and direction (a) i and ii (b) i,ii and iii (c) i and iv (d) All the four View Answer Ans. (d)

Ques. If students are not able to follow the topic which is being taught in the classroom, the teacher in the classroom should:- (a) Illustrate the topic with suitable examples (b) Give them prompt reply (c) Change the contents of the topic (d) Punish them View Answer Ans. (a)

Ques. Both _____ education and value education should be part of the higher education curriculum. (a) negative (b) career (c) child (d) all these View Answer Ans. (b)

Ques. The root word of ‘education’ is ___. (a) edusat (b) educare (c) edu (d) educate View Answer Ans. (b)

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Ques. The heuristic approach is based on :- (a) Rote memorization (b) Home work (c) Spirit of Inquiry (d) Pleasure-seeking View Answer Ans. (c)

Ques. Schooling that promotes care, respect and cooperation is specifically the aim of ____. (a) teaching (b) learning (c) value education (d) technical education View Answer Ans. (c)

Ques. Educational philosophy is defined as the philosophical study of the __ of education. (a) purpose (b) nature (c) ideals (d) all these View Answer Ans. (d)

Ques. The most important indicator of quality of education in an educational institute is :- (a) Infrastructural facilities of a school (b) Student achievement level (c) Textbook and teaching-learning material (d) Classroom system View Answer Ans. (b)

Ques. “The spherical law is the basic law of all true and sufficient human education”. This is the view of ___. (a) Frobel (b) Maria Montessori (c) William McGuffey (d) Emma Hart Willard View Answer Ans. (a)

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Ques. Value education aims at removing the vice of ___. (a) cooperation (b) intolerance (c) honesty (d) humility View Answer Ans. (b)

Ques. One of the important theories of moral developments was proposed by:- (a) Louis Fischer (b) Erik Fromm (c)Laurence Kohlberg (d) Bertolt Brecht View Answer Ans. (c)

Ques. The term ‘education’ is derived from a __ word. (a) English (b) French (c) Latin (d) German View Answer Ans. (c)

Ques. Education should proceed from simple to complex and from concrete to abstract. This is the method of teaching in ___. (a) idealism (b) realism (c) essentialism (d) none of these View Answer Ans. (b)

Ques. Family is the main agency of :- (a) Formal education (b) Technical education (c) Secular education (d) Informal education View Answer Ans. (d)

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Ques. “______ education can take place at home, as well as in schools, colleges, universities, offender institutions and voluntary youth organizations.” (a) Formal (b) Technical (c) Science (d) Value View Answer Ans. (d)

Ques. What does the UNESCO convention in 1962 decide against Discrimination in Education? (a) equality of opportunity and treatment in matters of education (b) equality of opportunity in education (c) equality of treatment in education (d) None of these View Answer Ans. (a)

Ques. The quality of school level education primarily depends on :- (a) International collaboration (b) The quality of teachers’ education (c) Financial provisions (d) Infrastructural facilities View Answer Ans. (b)

Ques. The ultimate aim of education is evolution of total humanity, which includes the evolution of the nation, which in its turn depends upon the evolution of the individual. This concept of education is known as _________. (a) Integral education (b) Perfect education (c) Spiritual education (d) none of these View Answer Ans. (a)

Ques. Philosophy of education is concerned with the __ of education. (a) aims (b) nature (c) functions (d) all these View Answer Ans. (d)

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Ques. According to Rousseau, Education must conform to the ____ processes of growth and mental development. (a) natural (b) divine (c) spiritual (d) social View Answer Ans. (a)

Ques. When did the UNESCO Convention against Discrimination in Education entered into force? (a) 1963 (b) 1962 (c) 1961 (d) 1965 View Answer Ans. (b)

Ques. Symposium is a type of :- (a) Discovery method (b) Lecture method (c) Demonstration method (d) Discussion method View Answer Ans. (d)

Ques. Idealists argue that ___ are the ultimate reality. (a) values (b) ideas (c) feelings (d) sensations View Answer Ans. (b)

Ques. __ is the primary purpose of education according to Gandhi. (a) Patriotism (b) Employment (c) Literacy (d) Character building View Answer Ans. (d)

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Ques. The aim of education should primarily be:- (a) To prepare the students to face the challenges of practical life (b) To develop vocational skills of the students (c) To prepare the students for examinations (d) To inculcate in them a spirit of cut-throat competition View Answer Ans. (a)

Ques. ____ is the aim of education for naturalists. (a) Self-expression (b) Autonomous development of individuality (c) both (a) and (b) (d) neither (a) nor (b) View Answer Ans. (c)

Ques. ‘Spare the rod and spoil the child’- this assumption is related to the type of discipline which has been advocated :- (a) By naturalist philosophy (b) In Victorian Era (c) By pragmatist philosophy (d) In Democratic Era View Answer Ans. (b)

Ques. Kindergarten system of education was constituted by (a) T.P.Nunn (b) Froebel (c) Spencer (d) Montessori View Answer Ans. (b)

Ques. The term ‘kindergarten’ means: (a) Children’s playground (b) Children’s school (c) Children’s home (d) Children’s theatre View Answer Ans. (a)

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Ques. The statement “Honesty is the best policy” is (a) A fact (b) An value (c) An opinion (d) A value judgement View Answer Ans. (d)

Ques. If you are teaching a topic, you need to do a few things. Which one of the following is right? (a) Ensure that you explain slowly and clearly (b) Check that the listener has understood what you are saying (c) Offer to repeat (d) All these View Answer Ans. (d)

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Kanchan is a Senior Professor, teaching since 1998 to college students. Her quizzes are a valuable resource for students, professionals, and anyone interested in keeping up with the important topics like sociology, psychology, ethics, and migration studies in the ever-evolving world of technology.

Teaching and Learning MCQs

Teaching (introduction to education) mcqs topics.

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Access Today’s Students MCQs

Contemporary Trends in Education MCQs

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Classroom as Community MCQs

Try to answer these 40 Teaching and Learning MCQs and check your understanding of the Teaching and Learning subject. Scroll down and let's begin!

1: Academic language is the language of the discipline that students need to learn and use to participate and engage in different ways in the content area.

A.   True

B.   False

2: _______ is collecting information to determine the progress of students’

A.   Learning.

B.   Assessment

C.   Authentic assessments

D.   Behaviorism

3: _________that asks students to perform a task relating what they have learned to some real-world problem or example.

A.   Authentic assessments

B.   Learning.

C.   Assessment

4: ______ is the theory that learning takes place in response to reinforcements (for instance, rewards or punishments) from the outside environment.

5: bloom’s taxonomy is a classification system of educational objectives developed by psychologist benjamin bloom in the ______s..

A.   1950

B.   1980

C.   1970

D.   1940

6: _________is the objectives in the cognitive domain of Bloom’s Taxonomy represent a natural progression of mental behaviors that are important in learning.

A.   Cognitive domain

B.   Third-Level Domain.

C.   Premium Domain

D.   None of these

7: Explanations of the biologic processes that occur during learning is known as Cognitive learning theories .

8: a group of theories about knowledge and learning whose basic tenet is that all knowledge is constructed by synthesizing new ideas with prior knowledge is known as _______..

A.   Constructivism

B.   Curriculum

C.   Educational objectives

9: _______ is a plan of studies that includes the ways instructional content is organized and presented at each grade level.

10: _____ are goals identified with specific teaching and learning activities., 11: classroom-based assessments that make use of the actual assignments that students are given as a unit is being taught is known as .

D.   Embedded assessments

12: Learning experiences that go beyond the formal curriculum is known as _____.

A.   Informal curriculum

B.   Instruction

C.   Ignorance

13: The act or process of teaching; the way your pedagogy becomes enacted in practice is known as ?

A.   Instruction

B.   Ignorance

C.   Contradict

D.   Abandonment

14: Bloom’s original classes of learning behaviors. They were slightly reorganized and renamed with verbs in the 1998s..

15: an explanation of how learning typically occurs and about conditions that favor learning is known as learning theory, 16: pck is the understanding of how particular topics, problems, or issues can be adapted and presented to match the _______interests and abilities of learners..

A.   Diverse

B.   Identical

C.   Comparable

17: The art and science of teaching; all that you know and believe about teaching is known as _______.

A.   Pedagogy

B.   Blindness

C.   Disinterest

D.   Foolishness

18: ______ is an individual’s own pedagogy informed by his or her own beliefs and understanding of how students learn best.

A.   Personal teaching philosophy

B.   Rubric

C.   Bilingual education

19: A scoring guide for an authentic assessment or a performance assessment is known as Rubric

20: explanations that describe how learning involves interactions between the learner and the social environment is known as social cognitive learning theories ..

B.   Fasle

21: UbD stands for ______.

A.   User Brain Damage

B.   Universal Blood Donor

C.   Understanding by Design

D.   Underground Blues Division (band)

22: What makes pedagogy an art?

A.   The display of pedagogy is vibrant.

B.   It relies on observations and knowledge of students.

C.   It is a personal creative expression of oneself.

D.   It is formed from instruction in an iterative cycle.

23: ______ is the pedagogy that gets expressed through instructional practice.

B.   Pedagogical content knowledge

C.   Instruction

D.   Academic language

24: The simplest form of cognitive domain is ______.

A.   Knowledge

B.   Understanding

C.   Remembering

D.   Application

25: A behaviorist believes that all learning is shaped by ______.

A.   The actions of the students

B.   Interactions with the students and their desire to learn

C.   Free will of the student

D.   Stimuli in the environment

26: According to Jean Piaget, at which stage does the child develop the ability to generalize concepts?

A.   Between birth and 2

B.   Between 2 and 7

C.   Between 7 and 11

D.   Between 7 and 18

27: Which learning theory considers how new information becomes meaningful to the learner?

A.   Social cognitive

B.   Cognitive learning

C.   Constructivism

28: ______ includes all the things you do in the classroom that are not part of the official, prescribed plan.

B.   Formal curriculum

C.   Hidden curriculum

D.   Curriculum plan

29: Bloom’s taxonomy has six major categories of objectives from most complex to simplest.

30: constructivism stresses the importance of modeling to teach children by observing actions you do., 31: assessment is the process of collecting information to find out what students are learning., 32: there are approximately ______ students who participate in els in u.s. public schools..

A.   3.5 million

B.   5 million

C.   6 million

D.   7.2 million

33: ______ are programs that support students by teaching them at least part of the time in their native language.

A.   Two-way education

B.   Dual-language systems

D.   Immersive learning systems

34: Approximately how many students live below the federal poverty line?

A.   17%

B.   20%

C.   25%

D.   29%

35: Which of the following is not a part of culturally relevant pedagogy?

A.   Use cultural referents in the class

B.   Incorporate students’ life stories into the context of learning

C.   Give voice and legitimacy to the experiences of students and their backgrounds

D.   Encourage students to assimilate to dominate cultural norms in the class

36: A learner’s ______ consists of a combination of relative strengths and weaknesses among the different intelligences.

A.   Intelligence profile

B.   IQ

C.   Cognitive development

D.   Knowledge

37: English as a Second Language programs focus on instruction in English as the primary means to help ELs acquire the language.

38: within religious diversity in the united states, protestants account for the largest religious group of 47%., 39: the q in lgbtq is an umbrella term that includes anyone that does not associate with heteronormativity., 40: according to gardner, learning styles are the same as multiple intelligences., list of teaching and learning ..., related teaching and learning mcqs:, available in:, latest mcqs:.

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Education MCQs with Answers

If you want to join Pak Army Education Branch, Navy Education Branch, or PAF Education branch then following Education MCQs are given with answers which have been collected from the past experiences of the students to get 100% success.  These are also helpful to pass the exam of FPSC, PPSC, BPSC, SPSC, KPPSC, and Ministry of Defence jobs. 

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Education Quiz

Pedagogy is the stud of :-

Memorizing and recalling   is concerned with :-

Introspection method is rejected   by  which theory of  psychology :-

Heuristics means :-

A student performs  a skill independently   at the level   of psychomotor   domain is :-

Education is life   itself  not  a preparation  for life according to ;-

Component of curriculum  is  :-

East India company  could not   implement  charter Act for  ;-

Determining the  aims of education is the responsibility of :-

Lecture method  is generally described  as :-

American approaches  emphasizes;-

Cognitive domain have _________ subgroups :-;-

Who opened the   world's first  psychological  laboratory in Leipzig:-

The use of physical  punishment   for class  management is called :-

Detailed contents  of the subject   for a class are   called :-

Jamia Millia Islamia  was established by :-

The score in a distribution   which has  maximum  frequency  is called :-

The extinction   technique   of classroom  management  is a technique where  teacher ________________ any negative  behavior :-

SOLO taxonomy  was presented   by the ;-

Psychomotor domain was divided into ____________ subgroups ;-

Which questions are difficult   to mark  with reliability :-

Realism is a philosophical  approach that argues that ultimate   reality is  the world of :-

The extinction technique  of classroom   management  is a technique  where teacher   _________ any negative  behavior :-

Example of cognitive domain is  the :-

Relationship of   subjects at different  level is called :-

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Education MCQs Online Tests

Early Childhood Education MCQs: 

• (a) 0-2 years old
• (b) 3-5 years old
• (c) 6-8 years old
• (d) 9-11 years old

Answer: (a) 0-2 years old

• (a) Structured lesson plans with direct instruction.
• (b) Self-directed learning in prepared environments.
• (c) Rote memorization and standardized testing.
• (d) Competitive learning and individual grades.

Answer: (b) Self-directed learning in prepared environments.

Educational Psychology: Education MCQs

• (a) Removing a desirable stimulus after an undesired behavior.
• (b) Adding an undesirable stimulus after an undesired behavior.
• (c) Offering a different desirable stimulus after an undesired behavior.
• (d) Ignoring the undesired behavior entirely.

Answer: (b) Adding an undesirable stimulus after an undesired behavior.

• (a) Physical, emotional, and intellectual.
• (b) Artistic, musical, and linguistic.
• (c) Remembering, understanding, applying, analyzing, evaluating, and creating.
• (d) Introverted, extroverted, and kinesthetic.

Answer: (c) Remembering, understanding, applying, analyzing, evaluating, and creating.

Teaching Methods: Education MCQs

• (a) Direct instruction.
• (b) Project-based learning.
• (c) Blended learning.
• (d) Cooperative learning.

Answer: (c) Blended learning.

• (a) Inquiry-based learning.
• (b) Differentiated instruction.
• (c) Technology-mediated learning.
• (d) Collaborative learning.

Answer: (d) Collaborative learning.

Educational Leadership: Education MCQs

• (a) Teaching specific subjects to students.
• (b) Developing the school curriculum and budget.
• (c) Evaluating teacher performance and providing feedback.
• (d) All of the above.

Answer: (d) All of the above.

• (a) Managing school finances and facilities.
• (b) Supporting and improving teacher practice.
• (c) Engaging with parents and the community.
• (d) Implementing standardized testing procedures.

Answer: (b) Supporting and improving teacher practice.

Global Education:

• (a) Global economic competition.
• (b) Environmental challenges and social justice issues.
• (c) Political differences and cultural conflicts.
• (d) Technological advancements and automation.

Answer: (b) Environmental challenges and social justice issues.

• (a) Universal access to quality education for all.
• (b) Promoting literacy and numeracy skills.
• (c) Developing technical and vocational skills.
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Multiple-choice questions: pros and cons

Multiple-choice questions should contain a question (known as the stem), the correct answer (key) and distractors (other plausible options). Multiple-choice questions can be used at different points in the learning process, to check for understanding or as a low stakes retrieval task. There are a range of benefits linked to using this quizzing technique in the classroom. However, multiple-choice questioning has limitations and is not a perfect classroom strategy, no classroom strategy is. Below are some pros and cons to consider when planning, designing and using multiple-choice questions (MCQs).

Pros of multiple-choice questions:

• MCQs are a flexible questioning technique, they can be used at various points in a lesson and throughout the learning process. MCQs can be used for both formative and summative assessment and can be used inside or outside of the classroom. MCQs can be versatile in terms of the content and type of questions asked which can range from factual recall to higher order thinking (if the questions are carefully crafted).
• MCQs can provide retrieval support for younger students and students with learning difficulties making retrieval practice more accessible and the challenge desirable. They can be differentiated through scaffolded question design. Initial retrieval success is important and having the correct answer visible increases the likelihood of success and that can lead to increased confidence and motivation.
• MCQs for quizzing can be flexible in terms of time spent in a lesson. MCQs can be delivered relatively quickly, not dominating lesson time also meaning more time can be used for meaningful feedback and discussion. As students can answer MCQs fairly quickly, in comparison to free recall or extended answers, this means more questions can be asked to test a significant amount of knowledge and content. A concern with checking for understanding and retrieval practice, can be finding the time to do so in addition to teaching a demanding and content heavy curriculum. Checking for understanding and retrieval practice are essential and cannot be abandoned but MCQs can assist in terms of timing within a lesson.
• MCQs can support responsive teaching in the classroom. Carefully designed MCQs can address potential misconceptions that may have developed in previous lessons, this is very useful for the teacher to be aware of and respond to.
• MCQs are graded and scored objectively – answers are either right or wrong, no need for moderation or review. MCQs can be workload friendly in terms of feedback and marking. There are a variety of digital tools that can provide instant feedback to students. Alternatively, students can self or peer assess MCQs, monitored by the teacher.
• Another workload benefit of MCQs is that a carefully constructed quiz can be repeated and used again, to assist with regular and spaced retrieval practice.
• MCQs can be used with students across different ages and different subjects. MCQs can and ideally should be used across year groups/departments to promote consistency of the content being quizzed. The questions can be the same but the teacher can have flexibility of delivery of the MCQ for example one teacher may use a digital tool to ask questions but their colleague may prefer to embed questions into their presentations with students using mini white boards to respond. The questions used for MCQ quizzes can be designed so they can be used for short answer questions, simply removing the distractors and correct answer to increase the level of challenge.

Cons of multiple-choice questions:

• If MCQs are not designed well they won’t require effortful or meaningful retrieval but instead it is more likely to involve low level recognition or power of elimination. Distractors must be plausible and this can be a challenge for teachers to think of plausible distractors. Two plausible distractors and the correct option is sufficient. Writing carefully designed questions and plausible options can also be time consuming. A good way to address this is to view other teachers’ quizzes and use or adapt questions or alternatively, a great idea is to work together within a department or phase to design MCQ quizzes.
• MCQs can be used for both summative and formative assessments but if MCQs are used for end of unit tests or any form of high stakes assessment it can be difficult for them to be viewed as a low stakes retrieval task by learners. Some students will make the distinction but it is important that the teacher communicates with their class the purpose of the MCQ quiz.
• A reason some educators are opposed to or reluctant to use MCQs can be due to the fact that there is potential for guess work. It can be difficult for teachers to know if students selected or recalled correct information or simply guessed (although they are likely to be more reliable than simple true/false) and there are ways to tackle this through elaboration and further questioning.
• There are some online quizzing tools that use timers and award points to students depending on the speed of their answers. This encourages students to rush, not read questions carefully and make errors. Students with learning difficulties or English as an additional language, may need longer to read and process the question and for selecting or recalling the information, but a timer can cause pressure and/or panic.
• Students don’t always check their answers and reflect on their progress, preferring to view scores rather than identify and address the gaps in their knowledge but this is a vital element of the learning process to continue to move learners forward. If a student has scored 15/20 on a MCQ quiz they should be encouraged to check and be aware of which answers were correct and incorrect so they can learn from their mistakes and avoid repeating those mistakes.
• There is no flexibility in terms of credit with MCQs – either incorrect or correct, even if the students have some knowledge linked to the question that will not be awarded or recognised. This can be frustrating for the student.
• MCQs as a strategy to promote retrieval practice has limitations. There must be opportunities provided for students for free recall and elaboration. Teachers should not rely solely on MCQs for retrieval practice. Other strategies can and should be used in addition to MCQs.

There are both pros and cons but it is clear there is a place for multiple-choice questions in the classroom. They can enhance learning by checking for understanding, identifying misconceptions and used for regular retrieval practice. MCQs can also be used to promote consistency across a curriculum and support teacher workload.

You can read more about multiple-choice questions in a previous blog here .

For more resources on questioning, check out our podcast with Michael Chiles on ‘questioning in the classroom’. All of our resources are available in our free Resource Library .

The “partial knowledge issue”, can be statistically addressed considering that if you sustract point when error, and that partial knowledge give you clues to discard options, your chances to guess correctly increase, so statistically you get points from that “informed guess”, which is a way to give points according to that partial knowledge. Merry Xmas!

[…] Multiple-choice questions: pros and cons is by Kate Jones. I’m adding it to The Best Ways To Use Multiple Choice Exercises. […]

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Education mcqs quiz educators, teacher lecturer headmaster test past papers questions with answers.

Education MCQs Questions with Answers  for FPSC NTS PPSC SPSC KPPSC educators, teacher, lecturer, headmaster Test. Education and Pedagogy Multiple Choice Questions. Educators Test (or Teacher or Teaching Test) Preparation Material. These education questions are also useful for headmasters tests and contains questions from past papers. Teaching Techniques and Methodology, Classroom Management and Discipline, Testing and Evaluation, Knowledge of Bloom’s Taxonomy MCQ Quiz.

Education MCQs Quiz

Q. According to John Dewey, education is a ________ process, and school is a ________ institution. (A) social, social (B) social, philosophical (C) philosophical, philosophical (D) environmental, psychological

The answer is: (A) social, social

Q. The concept of teaching the whole child in “philosophy of pragmatism in education” means teaching students to be good (A) learners (B) thinkers (C) scientists (D) citizens

The answer is: (D) citizens

Q. As people grow older, the __________ of learning declines. (A) speed (B) power (C) quality (D) quantity

The answer is: (A) speed

Q. Which from the following should be used to increase correct responses and appropriate behavior by students? (A) Praise (B) Reward (C) Ignorance (D) Strictness

The answer is: (A) Praise

Q. Which from the following should be used to decrease minor inappropriate behavior by students? (A) Praise (B) Reward (C) Ignorance (D) Strictness

The answer is: (C) Ignorance

Q. The book Emile or “On Education” on the nature of education and man is written by (A) Aristotle (B) Plato (C) John Dewey (D) Rousseau

The answer is: (D) Rousseau

Q. According to Emile, the noblest work in education is to make a/an (A) good citizen (B) reasoning man (C) thinker (D) entrepreneur

The answer is: (B) reasoning man

⇒ Next: Education Questions

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Center for Excellence in Teaching and Learning

• Developing Multiple Choice Questions

A multiple choice question (MCQ) is an assessment item consisting of a stem, which poses the question or problem, followed by a list of possible responses, also known as options or alternatives. One of the alternatives will be the correct or best answer, while the others are called distracters, the incorrect or less correct answers.

The stem should be able to stand alone as a short-answer question without the alternatives. The stem should either be in a question format or completion format, but the question format is typically recommended by experts.  When using the completion stem, the blank to be answered should always be at the end. The stem should always include a verb.

Distracters:

Distracters are intended to offer feasible but inaccurate, incomplete, or less accurate answer options that a student who does not know or has an incomplete understanding of the material may select. Typically, a question will have 3 or 4 distracters. Research suggests that more than 4 distracters provides little benefit. Less than three distracters improve the odds of guessing. All distracters should be homogenous in content, form, and grammatical structure.

Each distracter should be unique and plausible. If no one ever picks a distracter as the answer, it is not a good distracter. One distracter should not be rephrased to create another distracter. Avoid using synonyms or a similarly spelled word as means to create a distracter.

Reducing guessing

Students have developed techniques for guessing correct answers. Here are some common guessing rules of thumb and how to defeat them:

• Avoid the use of “all of the above” or “none of the above” as altneratives. Test-takers easily catch on that “all of the above” is always the correct answer or that it is placed due to lack of other good ideas for distractors. The use of “none of the above” opens up the possibility of other “best” answers that you had not considered.
• Provide instructions. Some distracters may be correct in certain circumstances. Instruct students to select the “best” answer, rather than the right answer. This eliminates the debate about a distracter being correct under limited or isolated conditions.
• Be clear. Capitalize all limiting and directive words, such as NOT, PROHIBITED, ALL, MUST, ALLOWED, etc.
• Grammar counts. Be sure to check spelling and punctuation. Avoid the use of contractions. Maintain grammatical continuity between the stem and alternatives.
• Reduce the risk of guessing. Avoid answering one question in the test by giving the answer somewhere else in the test. Avoid extremes, nonsense words, and unreasonable statements. Make all options the same length and grammatically matched to the stem, particularly singular versus plural. Avoid nonsensical distracters.
• Randomly distribute the correct answer among the positions.
• Avoid writing questions that test the test-takers ability to take a test, aka “trick questions.” Trick questions typically do not assess the student’s master of the learning objectives.
• Letter the options. Avoid numbering the options. Lettering reduces confusion.

Additional resources:

• Ebel, R. L., & Frisbie, D. A. (1986).  Essentials of educational measurement (4th ed.).  Englewood Cliffs, NJ: Prentice-Hall.
• Haladyna, T. M., & Downing, S. M. (1989a).  A taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 37-50.
• Haladyna, T. M., & Downing, S. M. (1989b).  Validity of a taxonomy of multiple-choice itemwriting rules.  Applied Measurement in Education, 2(1), 51-78.
• Hopkins, C. D., & Antes, R. L. (1979).  Classroom testing: construction.  Itasca, IL: F. E. Peacock.

Quick Links

• Teaching and Learning Assessment Overview
• Aligning to Course Objectives
• Alternative Authentic Assessment Methods
• Formative and Summative Assessment
• Assessment as Feedback
• Quick Tips for Designing Assessments
• Bias and Exclusion in Assessment 
• ChatGPT AI impact on Teaching and Learning
• 50 Classroom Assessment Techniques (CATS)

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What are MCQs? A Comprehensive Guide to 24 Types with Examples

Welcome to our comprehensive guide on Multiple Choice Questions (MCQs). MCQs are the most commonly used assessment format worldwide. They are a regular part of educational and professional settings, offering a versatile way to evaluate and test your knowledge.

If you’re a student getting ready for tests , an educator seeking effective assessment methods, or simply curious about the inner workings of MCQs, this guide is designed to be your go-to resource. By the end of this article, you’ll have a comprehensive understanding of MCQs, enabling you to approach them with confidence and decode their underlying mechanics. Let’s start learning about MCQs!

Additionally, to enhance your exam preparation, explore MCQs for Exams – a valuable resource providing subject-wise and topic-wise sample MCQs. These practice questions are designed to improve your understanding of multiple-choice questions and boost your exam readiness effectively.

What are MCQs?

MCQ or MCQs is a commonly used abbreviation for “Multiple Choice Questions” around the world. Multiple Choice Questions (MCQs) are a form of test or quiz question that offers multiple choices, typically including one accurate answer and various incorrect ones. Your task is to select the correct response from the given options. MCQs serve as a way to evaluate your knowledge, grasp of concepts, and ability to make informed decisions across various subjects and areas. Widely employed in education, assessments , and evaluations, they provide a means to gauge your familiarity with a subject matter. MCQs are commonly used in aptitude tests , IQ assessments , and personality evaluations .

Additionally, Multiple Choice Questions (MCQs) play a crucial role in surveys and questionnaires, offering an organized method to gather insights and opinions from respondents. Whether in market research, social studies, or scientific investigations, MCQs simplify data collection by providing predefined response options. This standardized approach streamlines analysis and ensures reliable data, facilitating informed decision-making across diverse fields.

History of Multiple-Choice Questions

The history of Multiple-Choice Questions (MCQs) dates back to 1914 when educational psychologist Frederick J. Kelly introduced the concept. He designed them as a practical way to score exams more efficiently. Over time, MCQs gained popularity due to their ability to assess a broad range of content and provide objective grading. Today, they are a widely used assessment format in education, professional settings, and various online platforms.

Components of Multiple-Choice Questions

Multiple-choice questions (MCQs) consist of a stem, options or choices, correct answer(s), and distractors. Breaking down an MCQ into its individual parts can help you approach these questions more effectively.

1. Question Stem:

This is the main part of the MCQ that presents the problem or question you need to answer. It provides context and sets the stage for the choices that follow.

2. Options or Choices:

MCQs offer a set of options from which you must choose the correct answer. These choices are carefully crafted to challenge your knowledge and comprehension.

3. Correct Answer:

Among the options, one is the correct answer. Your task is to identify this accurate choice based on your understanding of the question.

4. Incorrect Answers (Distractors):

Distractors in multiple-choice questions are cleverly crafted incorrect answers meant to challenge your thinking. They’re designed to encourage careful consideration and smart choices. Even though distractors might seem correct, they’re actually wrong. They’re used to test how well you truly grasp the subject and can separate truth from falsehood. Their main role is to see if you can tell what’s real and what’s not.

Understanding these different components will enhance your ability to tackle MCQs effectively and boost your success in assessments and exams.

Types of MCQs with Examples

Multiple-choice questions (MCQs) come in various types, each serving a distinct purpose in assessing your knowledge and understanding. Let’s explore these 24 types along with illustrative examples to help you grasp their formats and applications. If you’re looking for guidance on how to answer multiple-choice questions , we’ve got you covered!”

1. Single-Answer MCQs

Single-Answer MCQs pose a question alongside several options, with just one being correct. These questions assess your capacity to discern the precise answer from the provided choices. Such MCQs focus on evaluating your ability to make accurate selections, compelling you to navigate through potential distractors and choose the most fitting response. They are a fundamental tool in testing your knowledge, comprehension, and analytical skills across various subjects and assessments. Mastering single-answer MCQs involves not only understanding the content but also honing your ability to make informed decisions within a limited context.

Example Question: 

Which planet is known as the “Red Planet”? a) Venus b) Mars (Correct Answer) c) Jupiter d) Saturn

2. Multiple-Answer MCQs

Multiple-Answer MCQs introduce a different challenge by presenting a question along with options, where more than one answer can be correct. These questions gauge your ability to identify all accurate choices within a specific context. They require a deeper understanding of the subject matter, as you must discern multiple correct responses while also differentiating them from distractors. Excelling in multiple-answer MCQs demonstrates your grasp of nuanced concepts and your skill in differentiating between valid and incorrect choices. This type of MCQ adds complexity to assessments, testing not only your knowledge but also your precision in selecting multiple correct solutions to reflect a comprehensive understanding.

Which of the following are primary colors? a) Red (Correct Answer) b) Yellow  c) Green (Correct Answer) d) Purple e) Blue (Correct Answer) f) Black

3. True/False MCQs

True/False MCQs center on statements that you classify as either true or false. These questions serve as a tool to evaluate your grasp of particular facts or concepts. With a binary nature, True/False MCQs prompt you to analyze the accuracy of provided statements, reinforcing your comprehension of fundamental information. While seemingly straightforward, these MCQs demand careful consideration, as they test your ability to differentiate between accurate and incorrect statements. 

Excelling in True/False MCQs requires not only factual knowledge but also the ability to critically evaluate information, making them an essential component of assessments that assess both rote understanding and critical thinking skills.

Is the following statement true or false? Water boils at 100°C. a) True (Correct Answer) b) False

4. Yes/No MCQs

A Yes or No MCQ is a simple format where a statement or question is presented, and respondents have the choice of answering either “Yes” or “No”. This type of question is easy to understand and quick to answer, making it suitable for gathering straightforward opinions or facts. This format is often used to obtain quick and clear responses from participants.

Is the Earth round? a) Yes (Correct Answer) b) No

5. Odd One Out MCQs

The Odd One Out Multiple Choice Question (MCQ) challenges respondents to identify an item that doesn’t fit with the rest in a given group. By presenting a collection of items, this format evaluates the participant’s capacity to detect variations and patterns among them. This type of question encourages critical thinking and observation skills as respondents analyze the items to pinpoint the one that deviates from the expected pattern or category. It’s a creative way to assess cognitive abilities related to identifying distinctions within a set of options.

Example Question:  

Which of these is the odd one out? a) Apple b) Banana c) Orange d) Carrot (Correct Answer)

6. Best Answer MCQ

In a “best answer MCQ”, respondents are presented with a list of choices and are tasked with selecting the option that best fits the provided context or is most accurate. This format aims to evaluate a participant’s ability to critically analyze the options and discern the most suitable response based on the given information. It encourages respondents to apply their understanding and judgment to identify the option that aligns most effectively with the question’s requirements.

Choose the best answer: Which study method is most effective? a) Studying briefly before a test b) Regularly Studying (Best Answer) c) Studying only important questions d) Cramming all night before an exam

7. Matching Type MCQs

Matching Type MCQs present a unique challenge where you’re tasked with creating meaningful pairs by linking items from two separate columns. This type of question assesses your aptitude for establishing logical relationships and connections between distinct elements. By requiring you to identify correlations and linkages, matching MCQs evaluate your ability to discern patterns, draw associations, and comprehend the interplay between different pieces of information.

Excelling in this category showcases your proficiency in recognizing relationships, making it a valuable skill in subjects that demand analytical thinking and the ability to synthesize information cohesively.

8. Drag and Drop MCQ

Drag and Drop Multiple Choice Questions (MCQs) add an engaging twist to traditional assessments. In this format, you’re provided with a set of options that you can literally move around the screen—dragging and dropping them into their appropriate positions. This dynamic interaction challenges you to match choices accurately to their respective contexts, effectively evaluating your ability to establish connections and make informed selections.

9. Drop Down Menu MCQs

Drop-down Menu MCQs present a question with answer options that appear in a dropdown list. In this format, you select the correct answer from the available choices, utilizing a concise and organized display for multiple options. This user-friendly format simplifies the presentation of choices, eliminating clutter and ensuring a seamless interaction.

10. Star Rating MCQs

Star Rating Multiple Choice Questions (MCQs) employ a familiar rating system, often depicted as stars, to gauge your evaluation of different options. This format proves valuable for assessing preferences or qualities on a graduated scale. By assigning stars to each choice, you express your judgment of factors like importance, difficulty, or satisfaction, providing a nuanced way to quantify subjective attributes. 

Star Rating MCQs are particularly effective when a quantitative measure is required, allowing learners to communicate their opinions with precision and enabling educators to gather insights into nuanced preferences or perceptions.

11. Text Slider MCQ

An excellent substitute for open-ended questions, Text Slider MCQs offer an interactive twist. They present a scale with text-based choices, allowing you to slide the marker and share preferences, opinions, or evaluations within a defined range. This dynamic method empowers users to provide detailed responses that match their viewpoints with precision. Text Slider MCQs enhance evaluation by providing versatile feedback options, enabling users to precisely convey their thoughts while maintaining a user-friendly experience.

12. Numeric Slider MCQs

Numeric Slider MCQs offer an interactive twist, featuring a sliding scale with numeric choices. Users adjust the slider to select a numerical value that aligns with the context provided. This dynamic format empowers participants to quantitatively express their preferences, estimates, or judgments. 

This type of MCQs enrich assessment by enabling precise quantification within a user-friendly interface, promoting engagement, and enhancing the depth of responses across various numerical contexts.

13. Push to Social Media MCQs

Push to Social MCQs add an interactive dimension by prompting users to share their responses on social media. This innovative approach sparks engagement and conversations related to the question’s theme, cultivating a collaborative learning space. 

For instance, when asked about historical figures, users can push their choice to Twitter and invite friends to participate. This format not only enhances individual learning but also extends the educational experience to online communities, promoting insightful discussions and diverse perspectives through interactive sharing.

14. Thumbs Up/Down MCQs

Thumbs Up/Down MCQs offer a simple binary choice using thumbs-up and thumbs-down icons. You indicate your agreement or disagreement with a statement. The choices essentially comprise an icon or image representing thumbs up or thumbs down, which assists in describing the rating choice. It helps people quickly decide if they like or don’t like something.

15. Smiley Rating MCQ

Smiley Rating MCQs infuse assessments with emotive expressions, employing smiley faces to convey varying degrees of sentiment or preference. Respondents select the smiley that resonates with their viewpoint, enriching responses with emotional context. 

This format not only quantifies opinions but also integrates feelings into learning. Smiley Rating MCQs foster engagement by offering an intuitive, visually appealing interface that enables participants to communicate sentiments effectively and contribute depth to their feedback.

16. Matrix Table Multiple Choice Question

In this type, respondents are presented with a table consisting of rows and columns. Each row represents a specific item or statement, while each column represents different options or levels of agreement, importance, etc. Respondents are required to choose one option from each row. This format is useful for assessing multiple variables or preferences simultaneously.

17. Multi Point Scale Matrix Table MCQs

This type is similar to the Matrix Table MCQs, but it allows respondents to select multiple options from each row instead of just one. This allows for a more nuanced response, as respondents can indicate varying levels of agreement or preference for each item.

18. Spreadsheet-based MCQs

Spreadsheet-based MCQs employ a spreadsheet-like interface, enabling participants to interact with cells housing text box options. This setup is apt for situations demanding calculations, comparisons, or data manipulations. These types of questions enable respondents to input text explaining their chosen answer. Typically, these choices span the spectrum from ‘extremely like’ to ‘extremely dislike,’ accompanied by reasons for their preference and possible suggestions.

19. Side-By-Side Matrix Table MCQ

The Side-by-Side Matrix Table Multiple Choice Question is a powerful tool for condensing multiple questions into a single table. Within this format, every column becomes an independent question, complete with its structure, format, and options. Each row corresponds to an item, and respondents address these side-by-side inquiries accordingly. This approach streamlines the assessment process, making it efficient and informative.

20. Rank Order Multiple Choice Question

The Rank Order question type offers respondents a distinctive chance to arrange a group of items in order of preference. For instance, in rank order scaling-based multiple-choice questions, a selection of brands or products can be ranked according to a specific quality. This ranking can be represented numerically using a dropdown box. When included in a survey, this question helps the creator grasp the respondent’s sequence of preference, offering insights into their choice priority.

21. Constant Sum Multiple Choice Question

The Constant Sum multiple choice question structure assigns participants a specific sum of points for distribution among several choices, gauging their significance or relevance. This approach illuminates the hierarchy of priorities in a comparative manner. This question type empowers respondents to input numerical values across multiple variables, ensuring the total adds up to a predetermined sum. The cumulative value of these numeric entries can be showcased to the respondents. This type of question proves highly effective for inquiries concerning financial matters, budgeting, and percentage-based scenarios.

22. Single-Answer Image-Based MCQs:

Single Answer Image-Based MCQs combine the visual aspect with the traditional multiple-choice format. Here, radio buttons are utilized to facilitate your selection of the correct answer based on the visual provided. In these questions, an image or diagram is presented alongside options, where you must select the one correct answer based on the visual content provided. 

This type of MCQ evaluates your ability to interpret visual information and apply it to the question’s context. By analyzing images, charts, or diagrams, you demonstrate your capacity to connect visual cues with the subject matter, fostering a holistic understanding. Excelling in these MCQs showcases your aptitude for visual learning and critical thinking, proving valuable in fields that require visual analysis and comprehension.

23. Multiple Answer Image-Based MCQs

Multiple Answer Image-Based MCQs operate much like Single Answer Image-Based MCQs, but the key difference is that you’re allowed to select more than one image option. In this format, an image or diagram accompanies response options, creating an engaging learning experience. Notably, checkboxes are employed to enable you to choose multiple correct answers based on the visual content provided. These MCQs assess your ability to interpret visual information, recognize patterns, and apply them to the context of the question.

24. Image Rating MCQs

An image rating question falls under the umbrella of close-ended questions. It presents respondents with a range of image-based options, from which they select single or multiple images that resonate the most with them. Similar to other multiple-choice questions, the distinction here lies in the format—options are visual representations. The primary aim of image rating questions is to captivate respondents and provide a deeper comprehension of each option’s essence. These questions, presented in visual form, serve to actively involve participants and offer a more vivid understanding of the choices at hand.

Each of these creative MCQ formats adds an interactive and engaging element to the assessment process, catering to various learning preferences and enhancing your understanding of the subject matter.

Advantages of Multiple Choice Questions

Multiple Choice Questions (MCQs) are widely used in the educational sector and workplaces due to their numerous benefits. These question formats offer a range of advantages that contribute to their widespread use and popularity. In this section, we’ll explore five of the most significant benefits that MCQs bring to the table.

1. Efficient Assessment

MCQs enable efficient evaluation of a wide range of content within a relatively short time. Educators and examiners can cover a diverse array of topics and concepts in a single assessment, allowing for comprehensive testing of knowledge.

2. Objective Evaluation

The objective nature of MCQs reduces subjectivity in grading. Since there’s a clear right answer for each question, grading is consistent and eliminates potential bias or interpretation discrepancies.

3. Quick Feedback

MCQ assessments offer swift feedback to both learners and educators. With automated grading systems, learners can promptly identify areas of strength and weakness, while educators can adjust their teaching strategies accordingly.

4. Assessing Diverse Cognitive Levels

MCQs can be crafted to assess various cognitive levels, from basic recall of facts to higher-order thinking skills like analysis and application. This versatility allows educators to gauge a broad spectrum of learning outcomes.

5. Higher Response Rates and Increased Participation

One of the significant advantages of employing Multiple Choice Questions (MCQs) is the potential for higher response rates and increased participation. Due to their structured and concise format, MCQs are often perceived as less time-consuming as compared to open ended questions, encouraging a larger number of individuals to engage with the assessment or survey. This uptick in participation is particularly beneficial in educational settings, where teachers can gauge student understanding effectively. 

Moreover, in business contexts, the higher response rates translate to more comprehensive insights from customers or stakeholders, enabling organizations to make well-informed decisions based on a broader range of perspectives.

Incorporating MCQs into assessments and educational materials offers a range of advantages that streamline the learning process and promote effective evaluation.

Disadvantages of Multiple Choice Questions

The advantages associated with Multiple Choice Questions (MCQs) are undeniably significant. However, it is equally crucial to recognize the limitations that accompany their application. In this section, we’ll explore MCQs’ disadvantages, highlighting areas where they might not fully serve as effective assessment tools.

1. Limited Depth of Understanding

While MCQs are useful for assessing factual knowledge, they might not effectively capture the depth of a student’s understanding. These questions often present options that require recall rather than analysis. In subjects where complex concepts and critical thinking are crucial, MCQs may fall short in evaluating a student’s ability to grasp intricate connections and apply knowledge in practical scenarios.

2. Guessing and Chance

MCQs, especially those with multiple choices, can accidentally reward lucky guesses. Respondents might select an option based on partial knowledge or eliminate obviously incorrect choices, potentially leading to inflated scores that do not truly reflect their expertise. This element of chance could undermine the accuracy of the assessment and blur the distinction between knowledgeable respondents and those who merely guessed right.

3. Narrow Assessment Scope

Due to the limited format of MCQs, they might not cover the full spectrum of a topic. This could result in overlooking crucial nuances and aspects of understanding. For subjects requiring a holistic comprehension or interdisciplinary connections, MCQs might inadvertently prioritize certain aspects while neglecting others, thus providing an incomplete picture of a student’s overall knowledge.

4. Avoiding Critical Thinking

MCQs, often designed to have clear-cut answers, might encourage memorization of facts rather than the application of critical thinking skills. Students might focus on memorizing options rather than engaging in analytical reasoning or problem-solving. In the real world, where ambiguity and complex situations are common, the absence of critical thinking assessment could hinder a student’s ability to tackle unfamiliar challenges effectively.

With this expansive exploration of 24 diverse MCQ types complemented by illustrative examples and insights into their advantages and disadvantages, you have delved deep into the world of multiple-choice questions. Armed with this comprehensive insight, you’re empowered to navigate the intricacies of MCQs with confidence, applying your newfound knowledge to assessments, evaluations, and learning scenarios. Your enriched understanding of this versatile format equips you to approach various subjects and situations with a heightened sense of comprehension and adeptness. Whether you’re preparing for exams, job tests, or online assessments, you can now navigate them with assured confidence.

FAQs about Multiple Choice Questions

1. who invented the mcqs.

The invention of MCQs is attributed to Frederick J. Kelly, an American educational psychologist. He introduced the concept in 1914 as a way to efficiently score large numbers of exams. The format gained popularity due to its effectiveness in assessing a wide range of content and providing objective grading.

2. What does MCQ stand for?

MCQ or MCQs stands for Multiple Choice Question. It’s an abbreviation commonly used to refer to a type of objective assessment where respondents choose the most appropriate answer from a list of options. This format is also known as multiple choice (MC) or objective response.

3. What is the purpose of MCQs test?

The purpose of Multiple Choice Questions (MCQs) tests is to assess a person’s understanding and knowledge of a particular subject or topic. MCQs present a question along with several answer choices, among which one or more are correct. MCQs assess various cognitive skills, from basic recall to critical thinking. Their structured setup enables effective assessment across content areas, valuable for educators, employers, and learners for informed choices.

4. Can practical skills be assessed with MCQs?

Yes, practical skills can be evaluated through scenario-based MCQs. These questions present real-life situations, allowing test-takers to apply their knowledge to practical scenarios. For example, a nursing exam might include a scenario where students choose the most appropriate response for a patient’s specific condition, assessing their ability to apply medical knowledge in a realistic context.

5. How do MCQs aid learning?

MCQs aid learning by encouraging active recall and engagement. When answering MCQs, learners retrieve information from memory, reinforcing their understanding of the material. Additionally, MCQs prompt critical thinking as they require analyzing options to identify the correct answer. This interactive approach promotes deeper comprehension and retention of concepts.

6. Why are there different types of multiple-choice questions?

The existence of different types of multiple-choice questions serves to cater to various learning styles, subject matters, and assessment objectives. Each type emphasizes different skills and cognitive abilities. For instance, image-based MCQs evaluate visual interpretation skills, while text slider MCQs assess nuanced preferences. Having different types helps teachers and testers understand many aspects of how well someone understands, thinks, and uses what they’ve learned, which makes tests better suited to each person.

Related Articles:

• What Are Assessments? 14 Types with Examples
• A Comprehensive Guide to 23 Types of Questions
• What Is a Psychometric Test – A Comprehensive Guide
• What is an IQ Test – A Comprehensive Guide
• What are Personality Tests – A Comprehensive Guide
• What are Aptitude Tests – A Comprehensive Guide
• What is a Test? 10 Types of Tests in Education
• Top 10 Tips to Prepare for a Psychometric Test
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Center for Teaching

Writing good multiple choice test questions, constructing an effective stem, constructing effective alternatives.

• Additional Guidelines for Multiple Choice Questions

Considerations for Writing Multiple Choice Items that Test Higher-order Thinking

Additional resources.

Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

The key to taking advantage of these strengths, however, is construction of good multiple choice items.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students’ ability to draw inferences from vague descriptions rather serving as a more direct test of students’ achievement of the learning outcome.

2. The stem should not contain irrelevant material , which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989).

3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.

4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

1. All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don’t serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.

2. Alternatives should be stated clearly and concisely. Items that are excessively wordy assess students’ reading ability rather than their attainment of the learning objective

3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be considered “trick” items by test-takers, excessive use of which can erode trust and respect for the testing process.

4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer.

5. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives. It’s therefore important that alternatives

• have grammar consistent with the stem.
• are parallel in form.
• are similar in length.
• use similar language (e.g., all unlike textbook language or all like textbook language).

6. The alternatives “all of the above” and “none of the above” should not be used. When “all of the above” is used as an answer, test-takers who can identify more than one alternative as correct can select the correct answer even if unsure about other alternative(s). When “none of the above” is used as an alternative, test-takers who can eliminate a single option can thereby eliminate a second option. In either case, students can use partial knowledge to arrive at a correct answer.

7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

8. The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.

Additional Guidelines

1. Avoid complex multiple choice items , in which some or all of the alternatives consist of different combinations of options. As with “all of the above” answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer.

2. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test.

When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom’s taxonomy . A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests students’ ability to do such thinking. In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as “thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a …problem” (Morrison and Free, 2001, page 20). Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

• Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.
• Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002.
• Haladyna, Thomas M. Developing and validating multiple-choice test items, 2 nd edition. Lawrence Erlbaum Associates, 1999.
• Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education , 2(1), 51-78, 1989.
• Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.

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MCQ – Multiple Choice Questions

Multiple Choice Questions – MCQ for Class 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2 and 1 Maths, Science, Social, English, and Hindi all subjects with answers and explanation. These MCQ are very important for the CBSE Exams 2024-25. Practice here with all MCQ to prepare your first and second terminal exams conducted in session 2024-25.

MCQ Question Bank for 2024-25 Issued by CBSE

• MCQ Question Bank for Class 10 Subjects
• MCQ Question Bank for Class 12 Subjects

CBSE Sample Papers and Practice Papers for 2024-25

• Sample Papers for term 1 Exam Session

Science MCQ for Session 2024-25

• Class 6 Science MCQ for 2024-25
• Class 7 Science MCQ for 2024-25
• Class 8 Science MCQ for 2024-25
• Class 9 Science MCQ for 2024-25
• Class 10 Science MCQ for 2024-25

Maths MCQ for Session 2024-25

• Class 10 Maths MCQ for 2024-25

English MCQ for Session 2024-25

• Class 10 English MCQ for Terminal Exams

Business Studies MCQ for Session 2024-25

• Class 12 Business Studies MCQ for Terminal Exams

According to CBSE exam pattern 2024-25 , the evaluation process for all classes is now divided in to parts. Both the parts contain about 50% syllabus of the entire course. In the first part of the examination, question paper is centered on MCQ. So, multiple choice questions are quite important as per examination point of view.

Answers of each multiple choice question is given here with complete explanation. There are more than 100 questions based on each chapter. More questions and answers will be added time to time according to the suggestions of students and teachers. If you have any suggestion, please contact us for the improvement of the website.

There are four options given to select the answer each question. If you are confused with any answer, please check the answers and explanation for help. In case someone think that the answer is wrong, please post your answer with explanation through Discussion Forum, so that we can reply you. You may directly send a screen shot of the concerned question and its answer for modification.

Apart from MCQ, important and extra question answers based on all chapters are also given for practice. Students are advised to practice these questions just after completing the chapter from NCERT textbooks.

Is MCQ important for CBSE Board Exams also?

According to academic session, the evaluation process of school examination is divided into two semesters. Out of these two, the mid-term examination will be based on Multiple Choice Objective Questions. So, MCQ are now most important questions for school tests as well as half-yearly and annual exams.

How to prepare the MCQ type questions of any chapter?

Just read the NCERT textbook carefully line by line and mark all the important terms using marker of pencil. Make notes of these important words and definition so that you can answer any short or long type questions. This process will help you to attend all the MCQs of the chapter.

Is there any NCERT Book for MCQ?

No, there is no separate book for multiple choice objective questions in NCERT. Students can use NCERT Exemplar book for practice. It contains lots of MCQ with suitable answers and explanation.

How to get answer of MCQ?

If you have studied your NCERT book properly. All the MCQs are generally taken from the books exercises or intext questions. Sometimes it is taken from the main point of the chapter. To give a suitable answer of any MCQ, just read carefully the chapter related to that topic.

Question Bank in the format of Case Study MCQ for Class 10 Subjects issued by CBSE.

• Class 10 Maths MCQ Question Bank
• Class 10 Science MCQ Question Bank
• Class 10 English MCQ Question Bank

Question Bank in the format of Case Study MCQ for Class 12 Subjects issued by CBSE.

• Class 12 Accounts MCQ Question Bank
• Class 12 Business Studies MCQ Question Bank
• Class 12 Chemistry MCQ Question Bank
• Class 12 Computer Science MCQ Question Bank
• Class 12 English MCQ Question Bank
• Class 12 Economics MCQ Question Bank
• Class 12 History MCQ Question Bank
• Class 12 Information Practices MCQ Question Bank
• Class 12 Maths MCQ Question Bank
• Class 12 Physical Education MCQ Question Bank
• Class 12 Political Science MCQ Question Bank
• Class 12 Sociology MCQ Question Bank

Download Sample Papers with answers and OMR sheets of each. Follow the links according to your class.

• Class 9 Samples Papers
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• Class 11 Samples Papers
• Class 12 Samples Papers

NCERT Class 6 Science MCQ

Chapter 1: Food: Where Does It Come From? Chapter 2: Components of Food Chapter 3: Fibre to Fabric Chapter 4: Sorting Materials and Groups Chapter 5: Separation of Substances Chapter 6: Changes Around Us Chapter 7: Getting to Know Plants Chapter 8: Body Movement Chapter 9: The Living Organisms and Their Surroundings Chapter 10: Motion and Measurement of Distances Chapter 11: Light, Shadows and Reflections Chapter 12: Electricity and Circuits Chapter 13: Fun with Magnets Chapter 14: Water Chapter 15: Air Around Us Chapter 16: Garbage In, Garbage Out

NCERT Class 7 Science MCQ

Chapter 1: Nutrition in Plants Chapter 2: Nutrition in Animals Chapter 3: Fibre to Fabric Chapter 4: Heat Chapter 5: Acids, Bases and Salts Chapter 6: Physical and Chemical Changes Chapter 7: Weather, Climate and Adaptations of Animals of Climate Chapter 8: Winds, Storms and Cyclones Chapter 9: Soil Chapter 10: Respiration in Organisms Chapter 11: Transportation in Animals and Plants Chapter 12: Reproduction in Plants Chapter 13: Motion and Time Chapter 14: Electric Current and its Effects Chapter 15: Light Chapter 16: Water: A Precious Resource Chapter 17: Forests: Our Lifeline Chapter 18: Wastewater Story

NCERT Class 8 Science MCQ

Chapter 1: Crop Production and Management Chapter 2: Microorganisms: Friend and Foe Chapter 3: Synthetic Fibres and Plastics Chapter 4: Materials: Metals and Non-Metals Chapter 5: Coal and Petroleum Chapter 6: Combustion and Flame Chapter 7: Conservation of Plants and Animals Chapter 8: Cell – Structure and Functions Chapter 9: Reproduction in Animals Chapter 10: Reaching the Age of Adolescence Chapter 11: Force and Pressure Chapter 12: Friction Chapter 13: Sound Chapter 14: Chemical Effects of Electric Current Chapter 15: Some Natural Phenomena Chapter 16: Light Chapter 17: Stars and The Solar System Chapter 18: Pollution of Air and Water

NCERT Class 9 Science MCQ

Chapter 1. Matter in Our Surroundings Chapter 2. Is Matter Around Us Pure Chapter 3. Atoms and Molecules Chapter 4. Structure of the Atom Chapter 5. The Fundamental Unit of Life Chapter 6. Tissues Chapter 7. Diversity in Living Organisms Chapter 8. Motion Chapter 9. Force and Laws of Motion Chapter 10. Gravitation Chapter 11. Work and Energy Chapter 12. Sound Chapter 13. Why do We Fall ill Chapter 14. Natural Resources Chapter 15. Improvement in Food Resources

NCERT Class 10 Science MCQ

Chapter 1: Chemical Reactions and Equations Chapter 2: Acids, Bases and Salts Chapter 3: Metals and Non-Metals Chapter 4: Carbon and its Compounds Chapter 5: Periodic Classification of Elements Chapter 6: Life Processes Chapter 7: Control and Coordination Chapter 8: How do Organisms Reproduce? Chapter 9: Heredity and Evolution Chapter 10: Light – Reflection and Refraction Chapter 11: Human Eye and Colourful World Chapter 12: Electricity Chapter 13: Magnetic Effects of Electric Current Chapter 14: Sources of Energy Chapter 15: Our Environment Chapter 16: Management of Natural Resources

Class 10 Maths Case Study based MCQ with answers and explanation.

Class 10 Maths Chapter 1 MCQ Class 10 Maths Chapter 2 MCQ Class 10 Maths Chapter 3 MCQ Class 10 Maths Chapter 6 MCQ Class 10 Maths Chapter 7 MCQ Class 10 Maths Chapter 8 MCQ Class 10 Maths Chapter 12 MCQ Class 10 Maths Chapter 15 MCQ

Practice here with the MCQ questions prepared from NCERT Textbook and previous years board papers.

• Chapter 1. A Letter to God
• Chapter 2. Nelson Mandela:Long Walk to Freedom
• Chapter 3. Two Stories about Flying
• Chapter 4. From the Diary of Anne Frank
• Chapter 5. The Hundred Dresses–I
• Chapter 6. The Hundred Dresses–II
• Chapter 7. Glimpses of India
• Chapter 8. Mijbil the Otter
• Chapter 9. Madam Rides the Bus
• Chapter 10. The Sermon at Benares
• Chapter 11. The Proposal

Practice here with the Business Studies MCQ questions prepared from NCERT Textbook and previous years board papers. Chapter 1: Nature and Significance of Management Chapter 2: Principles of Management Chapter 3: Business Environment Chapter 4: Planning Chapter 5: Organising Chapter 6: Staffing Chapter 7: Directing Chapter 8: Controlling Chapter 9: Financial Management Chapter 10: Financial Markets Chapter 11: Marketing Chapter 12: Consumer Protection

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By gkseries see more questions, education questions with answers | education multiple choice questions(mcqs) & answers.

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Education Multiple Choice Questions and Answers. Each objective question contains four options. Out of four options one option is correct. Students can view the solution by clicking the 'View Answers'.

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MCQ on Assessment and Evaluation | Questions with Answer

MCQ on Assessment and Evaluation : Evaluation is the criteria of success and failure of an activity. In education, evaluation is used in order to know whether the changes in the behavior of the students are as the pre determined objectives or not.

Evaluation and measurement is an important topic of pedagogy section. Every year in teaching related competitive exams, CTET or State TET (Teacher Eligibility Test) 4 to 5 Questions are asked. In this article, we have discussed most important multiple choice questions on assessment and evaluation. Make sure you check these questions please visit to know about Evaluation.

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Mcq on Evaluation and measurement in Education

1. Evaluation is a process of…?

a) Qualitative

b) Quantitative

c) Both qualitative and quantitative

d) None of the above

2 Error of Evaluation is..?

• Personal error
• Variable error
• Constant error
• All of the above

3 School based assessments…

• Encourage teaching to the test as they involve frequent testing.
• Focus on exam techniques rather than outcome.
• Offer less control to the students over what will be assessed.
• Improve learning by providing a constructive feedback.

4. Teacher can utilize both assessment for learning and assessment of learning to …

a) Know learning needs of child and select teaching strategy accordingly.

b) Assess child’s performance at periodic intervals and certify his/her performance.

c) Monitor children’s progress and set appropriate goals to fill their learning gaps.

d) Know children’s progress and achievement level.

 Answer: c

• Also read: Important MCQ on Pedagogy

mcq on assessment and evaluation in education

5. For evaluation teacher should use…

• Objective type question.
• Essay type question.
• Oral testing.
•  Focuses on child’s development in different learning areas.
• It is useful to label children as slow, poor or intelligent.
• Or it has been mandated by the right to education Act of India.

8. Assessment for learning.. .

• Foster motivation.
• Is done for the purpose of segregation and ranking.
• Emphasis the overall importance of grades.
• Is an exclusive and a peer assessment.

9. Which of the following highlights assessment for learning?

• Teacher assesses conceptual understanding of the students besides focusing on the processes of thinking.
• The teacher assesses the students by comparing their responses to ‘standard’ responses.
• Teacher assesses the students based on the information given in the textbooks.
• The teacher assesses a student based on his/her performance in comparison to other.

10. Assessment of learners’ achievement helps the teacher to

• Evaluate the effectiveness of pedagogy.
• Make ability grouping of learners in the classroom.
• Prepare activity log for teaching.
• Maintain the performance record of learners.
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Thus, We have discussed some important mcq on Assessment and Evaluation that will help you to clear the concept of measurement and evaluation. Visit to know objective questions on pedagogy.

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100 Most Important Questions for Education Lecturer

Who was Plato’s famous Greek mentor? Socrates

Who was Aristotle’s famous Greek mentor? Plato

X’ and Theory Y are theories of human motivation and management.

Theory X and Theory Y were created and developed by Douglas McGregor in the 1960s.

Tyler’s curriculum model was given in 1949

McGregor terms the two models as ‘Theory X’, which stresses the importance of strict supervision and external rewards and penalties; and ‘Theory Y’, which highlights the motivating role of job satisfaction and allows scope for workers to approach tasks creatively.

Theory X considers that on the whole, workers dislike their work, and have little inherent motivation to perform well.

Theory Y is based on the belief that, given appropriate working conditions, most people perform well.

The Pakistan National Policy for the Education and Rehabilitation of the Disabled was formulated in 1985. The government of Pakistan approved this policy in October, 2002.

Samuel Kirk coined the term “learning disability”

The construction of reality in the child is written by Jean Piaget

Micro teaching started in which year? 1960

Pakistan achieved independence from over a century of British colonial rule in August 1947 and at the time of independence, 85 percent of the population of Pakistan was illiterate

A National Education Conference was convened in 1947, which recommended that universal primary education should be achieved within a period of 20 years.

Which German scholar is considered the ‘founding father’ of social pedagogy? Karl Mager

Progressive education is a pedagogical movement. Who was the founder of this movement? W. D. Boyce

Which Brazilian educator is considered the ‘founding father’ of critical pedagogy? Paulo Freire

Psychological foundations of curriculum help curriculum developers to understand the nature of? Learners

The way of judging how well student is doing by looking at his work during educational process is? Evaluation

The construction, administration and scoring of tests as the measurement process, interpreting such scores saying whether they are good or bad for a specific purpose is evolution. This was stated by? Stanley and Hopkins

Assessment and evaluation are? Continuous process

Which one is the process of finding the value of something? Evaluation

Educational measurement refers to any device for the general study and practice of testing, scaling and appraising the outcomes of? Educational process

The allocation of scores to the results of instruction and/or learning at school is called? Educational measurement

The difference between a speed test and a power test has to do with? The time limit allotted for completion of the items

The learning method that is associated with observing of behavior of other is called? Learning by Limitation

The concept of educating child on the basis of his interest and inclination is called? Psycho base

Results of analog computers are reliable? Less

Charts, maps, and drawings that are copied on sheets of acetate are called? Transparencies

Visual aids should be used? To add new information

A visual aid with the main points from a speech outline a? Briefing chart

A small recreation of an electric vehicle would be an example of a? Model

The number of peripherals attached to a computer is greater that all of the other computers? Super Computer

Mainframe and Minicomputer can process data at the speed of several? TIPs

Computer which are made of integrated circuits? digital

Question that consists of two or more questions joined together is called a double-barreled question

Open-ended questions provide primarily qualitative data

A question during an interview such as “why do you feel that way?” is known as a probe

The speed of analog computer is than digital computer? Faster

Curriculum play a vital role in attaining the aims and objectives of education:-

Curriculum in its broadest sense, includes the complete school environment, involving all the course, activities, reading and associations, furnished to the pupils in school:-

Syllabus is a list of topics of a subject that is prepared for? Public examination, fulfillment of national objectives & National education program

It is appropriate for a speaker to employ a visual aid? when it makes the speech more interesting

Listing main ideas on a poster is an illustration of which type of visual aid? Word or text chart

Line, bar, and pie charts and tables are all considered to be? Graphs

A quick, efficient way of gathering information from a large number of employees is experiment

The most popular form of interview is? The unstructured interview

According to Plato, how goodness is apprehended? By reason

Where do the forms exit, according to Plato? In our mind, as ideas

How the forms and apprehended, according to Plato? By reason

Plato was born in 427 BC and died at the age of? 80

Plato was a? Idealist

High technical quality is assured in? Standardized tests

Direction for administering and scoring are so precisely stated in? Standardized tests

Norm are based on national samples of students in the grades in? Standardized tests

Standardized tests are Inflexible in nature

National education assessment system (NEAS) has been established under ministry of education? Sector reform action plan

PISA test assesses students’ skills of? Knowledge, comprehension, application

PEC stands for? Punjab Examination commission

Punjab examination commission is an autonomous body responsible for conducting examinations for? Grade 5 & grade 8

Models Can be used when the original article is large and unmanageable or simply not available:

Control group is a characteristic of? Experimental Research

Data is collected through questionnaire, interview or observation in? Descriptive Research

Scale model, physical objects, drawings, and people are all considered to be? Visual aids

The sampling in which group rather than individuals are selected is? Cluster sampling

The sampling in which individuals are selected from a list at specific interval/sequence is? Systematic Sampling

Physical growth is a affected by? Biological factors & Environmental factor

Educational Psychology, is the Applied branch of psychology:-

The discipline of psychology started in? Eighteenth century

The degree to which equally competent scorers obtain the same results in a test in called? Objectivity

What is a hypothesis? Prediction of a relationship between certain variable

Chalkboards, porcelain boards, feltboards, and magnetic boards are examples of? Demonstration boards

The social media is? Facebook

Management may be classified in 3 levels:-

The lowest level of management includes? Supervisors

Top level management require conceptual skills

How many functions of management is presented in the word POSDCORB? 7

Motivation driven by an interest or enjoyment in the task itself: Intrinsic motivation

The existentialist teacher is most likely to view teaching as? A performance that evokes student insight or learning

The branch of philosophy that deals with the nature, origin and scope of knowledge is? Epistemology

Axiology deals with the philosophical problems and? Values

There are two theories of leadership, trait & Behavioral theory

Intelligence test measure? Academic potential

Who was the first to measure human intelligence? Binet

Mental age of child is a measure of? Level of mental maturity

Who believes experimental knowledge, is real? Progressivism

Gestalt means? Shape

Kimiya-i-saadat was written by Amam Ghazaali

The research concerned with development of theories is called? Basic Research

The research concerned with the use of testing of theories is? Applied Research

The research involved in explaining events of the past? Action Research

Data arranged in groups or classes is called? grouped data

The number obtained by dividing the sum of the scores by their number is called? Mean

Reality does not exist in this world is said by? Plato

Who is the father of religious existentialism? Soren Kierkegaard

Plato wrote the famous book? The republic

The concept of free education was given by? Karl Marx

Summative evaluation takes place? At the end

Which education policy suggested to give equal weight to general science and technical education? 1972 In planning and implementing curricula school makes its selection from? Culture

About the author

Shahzad Faisal Malik is the administrator of CSSTimes.pk and is responsible for managing the content, design, and overall direction of the blog. He has a strong background in Competitive Exams and is passionate and sharing information with others. Shahzad Faisal Malik has worked as a Graphic Designer/Content Creator at CSSTimes in the past. In his free time, Shahzad Faisal Malik enjoys watching Cricket, writing blogs for different websites and is always on the lookout for new and interesting content to share with the readers of this website. As the website administrator, Shahzad Faisal Malik is dedicated to providing high-quality content and fostering a welcoming and engaging community for readers. He looks forward to connecting with readers and hearing their thoughts and feedback on the website.

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Subject Verb Agreement Quiz

Hey everyone! Welcome to our Subject Verb Agreement Quiz blog post. It’s a great way to check out how well you can match subjects with their correct verbs!

Subject-verb agreement means the subject and verb in a sentence must match each other in number; if the subject is singular, the verb must be too, and the same goes for plural. It’s key to making sentences sound right and make sense.

So, if you’re up for a fun challenge to see how good you are at making sentences work smoothly, you’re in the right spot. Let’s dive into the quiz and get those subjects and verbs agreeing perfectly. Ready to start? Let’s go!

1. Choose the sentence with the correct subject-verb agreement.

Explanation:.

The subject 'list' is singular, so the verb must also be singular ('is').

2. Select the correct verb for the sentence: "Each of the students ____ a uniform."

With subjects like 'each', the verb should be singular ('wears').

3. Identify the correct verb in this sentence: "Neither the teacher nor the students ____ in the classroom."

When 'nor' connects two subjects, the verb agrees with the nearer subject. Here, 'students' is plural, so the verb is 'are'.

4. Choose the correct verb: "The committee ____ their decision tomorrow."

'The committee' is a collective noun and is treated as singular here, so the verb is 'announces'.

5. Which sentence is correct?

'The number of' is followed by a singular verb ('was').

6. Identify the sentence with correct subject-verb agreement.

'Every' before multiple subjects makes the subject singular, so the verb should be singular ('was').

7. Choose the sentence with the correct subject-verb agreement.

'Glasses' is a plural noun, so the verb should be plural ('were').

8. Select the correct verb: "One of the books ____ missing."

The phrase 'one of' is followed by a singular verb ('is').

9. Which sentence uses correct subject-verb agreement?

The subject 'group' is singular, so the verb should also be singular ('is').

10. Choose the correct verb: "A high percentage of the population ____ unemployed."

'Percentage' is a singular subject and should be followed by a singular verb ('is').

11. Select the correct verb: "Many of the players ____ their best in the game."

'Many' is followed by a plural verb ('give').

12. Identify the sentence with correct subject-verb agreement.

'News' is a singular noun and takes a singular verb ('is').

13. Choose the correct verb: "Either the dog or the cats ____ outside."

The verb should agree with the closer subject, which in this case is 'cats' (plural), so the verb is 'are'.

14. Select the correct verb: "Everybody in the class ____ finished the assignment."

Indefinite pronouns like 'everybody' are singular and require singular verbs ('has').

15. Which sentence uses correct subject-verb agreement?

'Flock' is a collective noun treated as singular, so the verb should be singular ('flies').

16. Choose the correct verb: "Neither the cat nor the dog ____ outside."

The verb should agree with the nearer subject. Since 'dog' is singular, the verb is 'is'.

17. Identify the sentence with correct subject-verb agreement.

When talking about an amount of money as a single unit, a singular verb is used ('is').

18. Select the correct verb: "None of the cakes ____ left."

'None' can take either a singular or plural verb, but it is plural when referring to 'cakes' ('are').

19. Which sentence uses correct subject-verb agreement?

Subjects that are names of disciplines (like 'Mathematics') are usually singular ('is').

20. Choose the correct verb: "Most of the pie ____ gone."

'Most of the' followed by a singular noun takes a singular verb ('is').

21. Select the correct verb: "Some of the cookies ____ missing."

'Some' can be singular or plural, but it is plural when referring to 'cookies' ('are').

22. Identify the sentence with correct subject-verb agreement.

'Jury', as a collective noun, is treated as singular here, so the verb is 'was'.

23. Choose the correct verb: "Each of the dogs ____ a collar."

'Each' is always followed by a singular verb ('has').

24. Select the correct verb: "A pair of shoes ____ on the floor."

'A pair' is singular, so it takes a singular verb ('lies').

25. Which sentence uses correct subject-verb agreement?

'Politics', when referred to as a field of study or a topic, is singular and takes a singular verb ('is').

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