Teaching and Pedagogy MCQs

A construct is an abstract quality such as reading comprehension or motivation.
Evidence should show that scores reflect that construct rather than irrelevant factors.

A good discriminating item is answered correctly more often by higher-performing students.
Negative discrimination may indicate ambiguity or a keying problem.

Peer assessment exposes learners to examples and alternative approaches.
Clear norms and rubrics make it constructive.

Backward design begins with enduring outcomes and acceptable evidence.
Learning activities are chosen to prepare students for that evidence.

Criterion-related evidence compares scores with another relevant measure or outcome.
It may be concurrent or predictive.

Rubrics make expectations and scoring more transparent.
They can support feedback, consistency, and self-assessment.

Moderation involves comparing evidence, criteria, and scoring decisions.
It improves fairness and shared standards.

Standards describe important knowledge and skills learners should attain.
They guide local syllabi, instruction, and assessment.

Reliable assessments produce reasonably stable results under similar conditions.
Reliability is necessary but not sufficient for validity.

Analytic rubrics provide separate scores for dimensions such as evidence and organization.
They offer detailed diagnostic feedback.

Bloom's Taxonomy helps teachers plan objectives, instruction, and assessment.
It organizes thinking from simpler to more complex processes.

Teachers, learners, families, employers, and communities offer different insights.
Participation improves relevance, ownership, and feasibility.