Nishtha 2.0 Module 10: School Based Assessment - Quiz Answer Key (40 MCQ SOLVED)

Assessment Quiz MCQs

1. Unit Test
2. Self-assessment
3. Peer assessment
4. A quiz

1. Statement I is true, but Statement II is false.
2. Statement I is true, but Statement II is true.
3. Both Statement I and Statement II are true, and Statement II is the correct explanation of the Statement I
4. Both Statement I and Statement II are true, but Statement II is not the correct explanation of Statement I.

1. On completion, students make a portfolio presentation.
2. Content and assessment criteria decided by the students and teachers.
3. Teacher organising a briefing and debriefing session.
4. Portfolio is to be submitted to the Board of Assessment for grading.

1. Statement I is true, but Statement II is true.
2. Statement I is true, but Statement II is false.
3. Both Statement I and Statement II are true, and Statement II is the correct explanation of the Statement I
4. Both Statement I and Statement II are true, but Statement II is not the correct explanation of the Statement I

1. Gives a lot of emphasis on theoretical inputs than on practical aspects.
2. It engages students in research and reflective discussion.
3. Students are grown up and now they can reflect on issues.
4. The technique is very simple to practice and is less time consuming.

1. Assignment with rubric sheet
2. Reflective sheet
3. Checklist provided by teachers
4. Class Test

1. rubrics
2. viva-voce
3. portfolio
4. paper-pencil test

1. Augment learning with self-feedback.
2. Help students in active engagement.
3. Help students to increase their ability to score high marks.
4. Increased amount of feedback

1. only Mathematics
2. only Science and Mathematics
3. only Science
4. all curricular areas

1. A set of questions about their progress that students answer.
2. Getting involved in group project
3. Evaluating each other's work
4. A conference with the teacher

1. Statement I is true, but Statement II is true.
2. Statement I is true, but Statement II is false.
3. Both Statement I and Statement II are true, and Statement II is the correct explanation of Statement I.
4. Both Statement I and Statement II are true, but Statement II is not the correct explanation of the Statement I.

1. Encourage schools to excel by competing with other schools in the area.
2. Ensure 360-degree multidimensional development of all the children.
3. Decentralize power of Board of Assessment (BoAs) in the country.
4. Motivate teachers to religiously record all the observations of students for better interpretation of their progress.

1. Students have understanding about their own learning.
2. It is about supplanting the role of teachers.
3. Students get adequate opportunities to assess their peer's work.
4. Individuals give themselves marks and grades.

1. External examination
2. Only performance and skills
3. Multiple evidences
4. Experiential learning

1. It covers non-scholastic aspects.
2. It covers only co-scholastic aspects.
3. It covers all aspects.
4. It covers scholastic aspects.

1. Field visits
2. By conducting practicals.
3. Group Projects
4. MCQ

1. They can measure complex learning outcomes that cannot be measured with other types of questions.
2. The student can guess the answer
3. Easy to score
4. Can diagnose the learning difficulties of students

1. Both holistic and analytical
2. Analytical
3. Single frame only
4. Holistic

1. Teacher observation
2. Portfolio assessment
3. Self-assessment
4. Standardised testing

1. Leaning of Transversal Competencies is important for the holistic progress and learning of the child.
2. Modernisation and globalisation has also contributed to a renewed focus on Transversal Competencies.
3. Teaching Transversal Competencies at the secondary stage yields maximum results.
4. Transversal Competencies are needed in multiple areas of life.

1. Multiple-choice questions
2. Structured essays
3. Short answer
4. Unstructured essays

1. media and information literacy skills
2. knowledge, skills and attitudes
3. skills and moral values
4. knowledge domains

1. Designing and teaching Transversal Competencies as a specialised subject
2. Integrating Transversal Competencies within specific subjects
3. Integrating Transversal Competencies across subjects
4. Integrating Transversal Competencies into extracurricular activities

1. rubrics
2. blueprint
3. portfolio
4. achievement

1. Teachers in the school know their learner's capabilities better than external examiners.
2. Encourage teaching according to the test as they involve frequent testing.
3. At all costs students must get high grades.
4. Schools are more efficient than external bodies of examination.

1. to restrict going to school regularly and allow learning in a home atmosphere from home.
2. to access any video with technology and allow access them
3. multiple pathways to learn from multidimensional and to assess work at any time.
4. to learn from an online platform.

1. The teacher
2. Another student
3. Themselves
4. The principal

1. Communication competence
2. Vocational competence
3. Writing competence
4. Practical competence

1. It is only used to assess essay type questions.
2. This can be only developed by teachers.
3. Teachers and students must jointly construct the rubrics.
4. Self- assessment can be carried out by only using rubrics.

1. i and ii
2. iii and iv
3. i and iv
4. ii and iv

1. This only provides clues about process and not about product.
2. This can be effectively assessed through a paper-pencil test.
3. This is used for students' demonstration of their knowledge, skills, and strategies.
4. This can be implemented only in the higher grades.

1. evaluating the reliability of sources of information
2. synthesising information to draw conclusions
3. using deductive/inductive reasoning to solve a problem
4. reproducing knowledge-based information

1. Oral test
2. Rubrics
3. Multiple Choice Questions (MCQs)
4. Quiz

1. more importance to teacher designed tasks and activities.
2. more focus on assessment of learning.
3. shift from large scale standardized testing to school-based assessment.
4. more focus on reading, writing and numeracy.

1. Scale-level
2. Multiple choice questions
3. Assignment Description
4. Dimensions

1. Content-oriented Questions.
2. Essay Type Questions only.
3. Multiple-Choice Questions.
4. Competency-based Questions.

1. Examine the student over the course of their learning.
2. Systematically gathering information about the academic changes in children.
3. Conducting test examination of the student at the end of the academic session.
4. Evaluation of the changes happened in children from childhood to adolescent age.

1. Gathering information.
2. Using information.
3. Developing learning outcomes.
4. Interpreting information.

1. Recalling and Understanding
2. Creative Thinking
3. Critical Thinking
4. Problem Solving

1. What students are expected to demonstrate they have learned.
2. Learning of the outcomes of the teaching over the year.
3. What students have learned in the classroom.
4. Outcome of the session-end examination after the learning.