Teaching and Pedagogy MCQs

remediation is the term that matches the description: targeted support for identified learning gaps

criterion-referenced assessment refers to judging performance against defined standards

Bloom’s taxonomy is the term that matches the description: a framework for classifying learning objectives by cognitive complexity

self-assessment refers to learners evaluating their own progress

inquiry-based learning is the term that matches the description: learning organised around questions, investigation and evidence

learning objective is the term that matches the description: a clear statement of what a learner should know or be able to do

Barriers may be physical, sensory, communication, curricular, or attitudinal.
Inclusive design removes or reduces them.

Ramps, lifts, accessible toilets, and clear routes support mobility access.
Furniture arrangement also matters.

Stereotypes and assumptions can restrict opportunities more than physical barriers.
High expectations should be paired with appropriate support.

An example is 'student with a disability.'
Preferences vary, and identity-first language is preferred by some communities.

Respectful language follows the person's stated preference where possible.
Preferences may include person-first or identity-first wording.

Learners' identities intersect and shape educational experience.
Assessment and support must distinguish difference from disability.