Teaching and Pedagogy MCQs

Test-retest reliability examines score stability over time.
The interval should avoid excessive memory or real learning change.

Holistic scoring judges the overall quality of a response.
It is faster but provides less detailed feedback.

Benjamin Bloom chaired the educational committee associated with the original taxonomy.
The cognitive domain was published in the 1950s.

Assessment collects information through tests, tasks, observations, and other methods.
The evidence is used to understand and support learning.

Inter-rater reliability is important for essays, performances, and observations.
Clear rubrics and scorer training improve agreement.

Checklists use yes-no or present-absent judgments.
They do not usually show how well a feature was performed.

The original taxonomy began with Knowledge or recall.
Higher levels required increasingly complex use of information.

Evaluation involves making a judgment based on assessment information.
It may concern learners, programs, materials, or teaching.

Internal consistency examines relationships among items within one assessment.
It is often estimated with coefficients such as Cronbach's alpha.

Rating scales use ordered categories or numbers.
Clear anchors improve consistency.

The original order ended with Evaluation.
The revised taxonomy later placed Create at the highest level.

Formative assessment identifies current understanding and next steps.
Its main purpose is improvement while learning is still occurring.