Pedagogy, Andragogy and Assessment MCQ Quiz - Objective Question with Answer for Pedagogy, Andragogy and Assessment - Download Free PDF

The correct answer is - Finished Portfolio

Key Points

• Finished Portfolio
  • A Finished Portfolio is a comprehensive collection of an applicant's best work and achievements.
  • It is typically presented during the final stages of a job application process to demonstrate proficiency and readiness.
  • This type of portfolio is well-organized and includes completed projects that highlight the applicant's skills and accomplishments.
  • Employers use Finished Portfolios to assess an applicant's capabilities and suitability for the role.

Additional Information

• Types of Portfolios
  • Documentation Portfolio
    • Contains records and evidence of an applicant's skills, experiences, and learning over time.
    • Used primarily for educational purposes and to track an individual's progress and development.
  • Progress Portfolio
    • Focuses on an individual's growth and improvement in specific areas.
    • Includes drafts, revisions, and self-assessments to show the learning process.
  • Working Portfolio
    • Used for ongoing projects and is a collection of current work and tasks.
    • Helps in tracking progress and planning future work.

The correct answer is - A - III, B - II, C - IV, D - I

Key Points

• Perceptual Reasoning (A - III)
  • Includes tasks that assess the ability to interpret and organize visually presented material.
  • Examples of such tasks are Block Design, Matrix Reasoning, and Visual Puzzles.
• Working Memory (B - II)
  • Involves the ability to hold and manipulate information in the mind over short periods.
  • Examples include Digit Span and Arithmetic.
• Processing Speed (C - IV)
  • Measures the speed of mental and eye/hand coordination tasks.
  • Examples include Symbol Search and Coding.
• Verbal Comprehension (D - I)
  • Assesses the understanding of language-based tasks and information.
  • Examples include Similarities, Vocabulary, and Information.

Additional Information

• Perceptual Reasoning
  • In cognitive assessments, it is crucial for problem-solving involving visual-motor and spatial skills.
  • Tasks often require the participant to conceptualize and reason with visual information.
• Working Memory
  • This cognitive function is critical for tasks involving the temporary storage and manipulation of information.
  • It is a core component of executive function and is highly correlated with overall intellectual ability.
• Processing Speed
  • Important for tasks that require quick and efficient mental operations.
  • Higher processing speed is associated with better performance on complex cognitive tasks.
• Verbal Comprehension
  • Key in understanding and processing language, important for academic success and everyday communication.
  • Includes tasks that measure knowledge of words, the ability to reason using language, and general knowledge.

The correct answer is - Dr. Radhakrishnan Committee

Key Points

• Dr. Radhakrishnan Committee
  • This committee was formed to propose transformative reforms in the accreditation processes of higher education institutions in India.
  • The committee recommended introducing a two-phase accreditation system:
    • Binary Accreditation: A simplified process to assess whether an institution meets the basic standards of quality.
    • Maturity-Based Graded Level: A more detailed evaluation based on the institution's level of maturity and quality improvement over time.
  • The recommendations were aimed at making the accreditation process more transparent and efficient, ensuring wider participation of institutions.

Additional Information

• National Assessment and Accreditation Council (NAAC)
  • NAAC is an autonomous institution under the University Grants Commission (UGC), responsible for assessing and accrediting higher education institutions in India.
  • Its primary objective is to ensure the quality of education by evaluating institutions on criteria such as teaching-learning processes, infrastructure, and research output.
• Binary Accreditation
  • This phase determines whether an institution meets the minimum quality benchmarks set by NAAC.
  • Institutions are given a simple "Yes" or "No" accreditation status based on their compliance with basic criteria.
• Maturity-Based Graded Level
  • This phase evaluates an institution on a graded scale, taking into account its growth, sustainability, and continuous quality improvements.
  • Institutions are awarded grades such as A++, A+, A, etc., based on their performance in various parameters.
• Transformative Reforms
  • The reforms aim to simplify and strengthen the accreditation framework, enabling institutions to focus on quality enhancement rather than just compliance.
  • This initiative aligns with the goals of the National Education Policy (NEP) 2020, which emphasizes improving the quality of higher education in India.

The correct answer is - (B), (A), (D), (C)

Key Points

• Indirect Teacher Talk Categories
  • Accepts feeling (A)
    • This involves acknowledging and accepting students' emotions or feelings.
  • Praises or encourages (B)
    • This includes positive reinforcement given by the teacher to the students.
  • Using pupils' ideas (D)
    • This category includes integrating and utilizing students' ideas into the teaching process.
  • Asks questions (C)
    • Teachers use this category to inquire and stimulate student thinking and responses.

Additional Information

• Flanders' Interaction Analysis
  • Developed by Ned Flanders, this system is used to analyze classroom interaction.
  • It categorizes teacher and student behaviors into different types to evaluate the teaching process.
  • Helps in understanding the dynamics of classroom communication and improving teaching strategies.
• Benefits of Using Flanders' Interaction Analysis
  • Provides a systematic method to observe and improve teaching effectiveness.
  • Encourages reflective teaching practices.
  • Helps in identifying areas that need improvement in classroom interaction.

The correct answer is - Formative Evaluation

Key Points

• Formative Evaluation
  • It is used to monitor student learning and provide ongoing feedback.
  • Helps teachers identify student strengths and weaknesses, and target areas that need work.
  • It is typically conducted during the instructional process, rather than at the end of a unit or course.
  • Aims to improve the teaching and learning process while it's happening.

Additional Information

• Achievement Evaluation
  • Measures how much students have learned or achieved at the end of an instructional unit by comparing it against some standard or benchmark.
  • Often used in standardized testing and final exams.
• Summative Evaluation
  • Conducted at the end of a course or program to assess student learning, skill acquisition, and academic achievement.
  • Used to make final judgments about student performance.
• Criterion-Referenced Evaluation
  • Measures student performance against a fixed set of criteria or learning standards.
  • Focuses on whether students have learned specific skills or concepts.

The phenomena of cognitive domains and Psychomotor domain is proposed by Benjamin Bloom in his Taxonomy in 1956.

• Bloom explains taxonomy in three domains such as:
  • Cognitive Domains
  • Psychomotor Domains
  • Affective Domains : Most of the school learning programmes we intend to develop cognitive skills related to the learning. content and also to bring in changes in the affective domain of the learner like interests, Affective and attitudes, values etc. It is clear that cognitive as well as affective learning take place Psychomotor Learning and their Organisation simultaneously and with the same content of learning, there are several learning situations in which psychomotor learning occurs along with cognitive learning and for affective learning.

Key Points

• According to Bloom's Taxonomy, changes are going on throughout life, So human skills and domains are also developed or changed, that's why they can learn and remember new things. And also they can modify their skills, their talent, and their interest also.

Important Points

•  Outcomes can not be changed easily, they can change by practicing, gaining knowledge, etc.
• That's why option (3) is the correct answer to this question.

Additional Information

• There are six steps in the Cognitive domain, such as:
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation​
• ​​These steps are revised in 2001 by Anderson and Krathwohl as-
  • Remembering
  • Understanding
  • Applying
  • Analyzing
  • Evaluating
  • Creating

The activities of teaching and learning may be organized at various levels of abstraction ranging from the use and application of simple mental powers to the most complex ones.

Such organizations are distinguished and labeled as 'forms and levels of teaching. There are three identifiable levels of teaching and learning activities: Memory level, understanding level, and Reflective level. ​

Key Points

The activities of teaching and learning may be organized at various levels of abstraction, ranging from the use and application of simple mental powers (thoughtless) to the most complex ones (thoughtful).

Hence, we can conclude that Understanding level of teaching includes Memory and insight.

Test/question paper works as a tool in order to measure students' level of knowledge. It also helps to adjust the learning material accordingly. Validity, reliability, and objectivity are the characteristic of tests.

Key Points

The above-mentioned statement is related to the test's validity as:

• A measuring instrument possesses validity when it actually measures what it claims to measure.
• For example, if a test is designed to measure aptitude, then it must measure aptitude and not personality, intelligence, or any other traits.
• Validity generally refers to how accurately a conclusion, measurement, or concept corresponds to what is being tested.
• It is defined as the extent to which an assessment accurately measures what it is intended to measure.

Hence, it could be concluded that the correct answer is validity.

Additional Information 

Other qualities of a test:

Reliability:

• One of the most important criteria for the quality of measurement is the reliability of the measuring instrument.
• Reliability means consistency with which an instrument yields similar results.

Objectivity

• Objectivity is also referred to as rater reliability. It affects both the validity and reliability of test scores. 
• The objectivity of a measuring instrument means the degree to which different persons scoring the answer receipt arrives at the same result.

Instructional objectives are classroom objectives, unique to each course, subject, or teaching point. They indicate the desirable knowledge, skills, or attitudes to be gained. The idea of creating a taxonomy of instructional objectives was conceived by Benjamin Bloom.

• Bloom’s taxonomy was propounded by Benjamin Bloom in 1956. Taxonomy is a hierarchical order of cognitive skills. The objectives can be grouped into three domains including Cognitive, Psychomotor, and Affective.

Key Points

• Cognitive domain: It is concerned with the mental ability of the learner. It includes recalling or remembering, explaining, reasoning, interpreting, and problem-solving of an area of learning.
• B. S. Bloom has divided the cognitive objectives into six categories (under Bloom's taxonomy) arranged from the lowest to the highest level of functioning.
  • Knowledge: It refers to the process of recognizing and recalling information.
  • Understanding: It refers to the process of interpreting and assimilating information.
  • Application: It refers to the process of utilizing information in new and different situations.
  • Analysis: It refers to the process of identifying the pattern and connection among the given information
  • Synthesis: It refers to the process of combining information and making connections among them to generate a new idea.
  • Evaluation: It refers to the process of making judgments and Justifying decisions about the value of information and materials

Thus, it can be concluded that the above three (Application, Analysis, Synthesis) are examples of higher-order thinking skills.

Critical pedagogy is a philosophy of education that views teaching as a political act. This of course includes challenging students to examine the power structures and status quo of their surroundings.

Important PointsCritical pedagogy is a teaching and learning approach, which attempts to help learners question and challenge domination, and the beliefs and practices that determine domination.

• In other words, it is a theory and practice of helping learners achieve critical consciousness.
• The main criticism of radical tradition is that its goal exceeds its own desire to instill creativity and exploration as it encourages detrimental disdain for traditions, hierarchy (such as parental control over children), and self-isolation.
• Regardless of the diverse worldviews that exist, education systems in the India  often represent the white, middle to upper-class cultural model; likewise, school curriculums are designed to preserve that dominant model through biased mediums, such as textbooks and lectures that present information from a majority perspective.
• According to the philosophy of critical pedagogy, teaching is a political act; specifically, teaching should be an act for change that sustains social justice and democracy as its major goals.
• Educators who support critical pedagogy understand that education is not without biases; on the contrary, government officials, publishers, curriculum writers, administration, and teachers select the content that they wish to share based on their political ideologies and worldviews.

Hence, we can conclude that questioning dominant beliefs or world views about knowledge and learning, and discover deeper meaning and root causes of the phenomena.

Instructional objectives are classroom objectives, unique to each course, subject, or teaching point. They indicate the desirable knowledge, skills, or attitudes to be gained. The idea of creating a taxonomy of instructional objectives was conceived by Benjamin Bloom.

• Bloom’s taxonomy was propounded by Benjamin Bloom in 1956. Taxonomy is a hierarchical order of cognitive skills. The objectives can be grouped into three domains including Cognitive, Psychomotor, and Affective.

Key Points 

• Cognitive domain: It is concerned with the mental ability of the learner. It includes recalling or remembering, explaining, reasoning, interpreting, and problem-solving of an area of learning.
• B. S. Bloom has divided the cognitive objectives into six categories (under Bloom's taxonomy) arranged from the lowest to the highest level of functioning.
  • Knowledge(Recall): Ability to recall or recognize already learned information, basic concepts without necessarily understanding what they mean.
  • Understanding: Ability to organize and arrange materials mentally. Understanding of facts and ideas by organizing, summarizing, translating, generalizing, giving descriptions, and stating the main ideas.
  • Application: Ability to select and apply already learned rules. The application involves using acquired knowledge, solving problems in new situations by applying acquired knowledge, facts, techniques, and rules. 
  • Analysis: Analyse information provided (e.g. by distinguishing between factual and hypothetical statements).
  • Evaluation: Make judgments based on criteria or standards and Judge the value of material for a specified purpose.
  • Create: Put elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

Thus, it is concluded that Recall is NOT a higher-order thinking skill.

 A portfolio assessment is a collection of student works that are associated with standards you are required to learn. This collection of work is often gathered over a long period of time to reflect what you have been taught as well as what you have learned.

Important Points

• Each piece in the portfolio is selected because it is an authentic representation of what you have learned and is meant to demonstrate your current knowledge and skills.
• A portfolio by nature is a storybook capturing a student's progression of learning as they move through the year.
• A portfolio assessment requires a great level of individual interaction between the student and teacher wherein they are always collaborating about the requirements and components going into the portfolio.
• Thus The Portfolio Assessment technique is used to assess the growth of a student over a period of time and evaluate their own performance.  

Hence, we can conclude that A, C and D points are correct about portfolio assessment.

There are different kinds of teaching-learning approaches to facilitate effective learning. Experiential learning refers to the process of learning through experience, and it is also defined as "learning through reflection on doing"

Important Points

• Experiential learning helps the students in developing relationships between fieldwork and the real world. It connects real-life situations to the fieldwork.
• Fieldwork is an important learner-centered instructional method in social sciences. It means taking the class into the “real” world.
• It is conducted in real-life situations where they observe a phenomenon, collect the relevant data, process and analyze the data and arrive at conclusions.
• There are many ways in which educationists study the nature of experiential learning. Some of them are given below:

• Experiential learning in classroom : The group process movement has enriched classroom learning with a host of new interpersonal activities. Role plays, games and simulations, value exercises, etc. engage learners in concrete experiences which when processed lead to cognitive as well as attitudinal and behavioral changes.
• Learning by doing: Here the hands-on experience, direct experience is given importance. In John Dewey's words, "An experience, a very humble experience, is capable of generating and carrying any amount of theory (intellectual content), but a theory apart from experience cannot be definitely grasped even as a theory". Many examples such as laboratory work, sports training, planting trees, etc. can be given. The laboratory work, for example, emphasizes education as direct action, and experimental activity.
• Personal learning through everyday experience: Learning involves becoming aware of qualities, patterns, and consequences of one's own experience as one experiences it.

Hence, we can conclude that A history teacher arranged a visit of students to local historical monuments while teaching Ancient Indian architecture. This is an example of Experiential teaching.

Additional Information

• Activity-based learning: As the name suggests, actively involves learners in the construction and re-construction of knowledge based on his or her individual experiences. ​The activity-based approach helps to achieve hands-on experience effectively. 
• Blended learning is the term given to the educational practice of combining digital learning tools with more traditional classroom face-to-face teaching. In a true blended learning environment, both the student and the teacher should be physically located in the same space.
• Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve students' performance in terms of learning and development. There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance. It actually determines whether or not the goals of education are met.

Key Points

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• It helps teachers to identify problem-facing areas, to understand and learning needs for achieving academic growth. 
• It is considered an Informal Method of assessment as it can be conducted at any time or during teaching also.
• A teacher collects and reads the work in class VII, then plans and adjusts the next lesson to meet the student's needs. He is doing assessments for learning.
• The goal is to collect detailed information like strengths, weaknesses, knowledge, skills, etc., and then plan the next lesson in a way to improve the performance of the students.

Important Points

Summative Assessment (Assessment of Learning):  

• It is also known as Assessment OF Learning is to evaluate student learning by comparing it against some standard or level.
• The main objective is to rank, grade, classify and compare students periodically that indicate their level of performance.
• It is considered a Formal method of Assessment as it is conducted at a specific time.
• Example: Mid-term Exams, unit tests, final projects, semester exams, etc.

Assessment as Learning:

• When learners are asked to assess their performance on their own, they use various assessment techniques and strategies to assess themselves.
• This practice helps learners to identify their knowledge gaps, adopt appropriate learning strategy and use assessment as a tool for new learning.
• It encourages students to take responsibility for their own learning.
• It requires students to ask questions about their learning.
• It involves teachers and students creating learning goals to encourage growth and development.
• It provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning.
• It encourages peer assessment, self-assessment, and reflection.

Hence, it is clear that the teacher is doing an assessment for learning in the as per the given question.

Bloom's taxonomy is considered a three-rank hierarchical model. The three levels of Bloom’s Taxonomy are discussed below. 

• Cognitive domain: The cognitive domain of Bloom's taxonomy includes knowledge and intellectual skill development. In terms of complexity levels, there are six sub-heads of the cognitive domain. 
  • Knowledge – remembering or recognizing something previously encountered without necessarily understanding, using, or changing it.
  • Comprehension – understanding the material being communicated without necessarily relating it to anything else.
  • Application – using the general concepts to solve a particular problem.
  • Analysis – breaking something down into parts.
  • Synthesis – creating something new by combining different ideas.
  • Evaluation – judging the value of materials or methods as they might be applied in a particular situation.
• 2. Affective domain: The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. There are five sub-heads of the affective domain. 
  • Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.
  • Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
  • Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.
  • The organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.
  • Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

Important Points

• ​3. Psychomotor domain: The psychomotor domain refers to those objectives that are specific to reflex actions interpretive movements and discreet physical functions. There are six sub-heads of the psychomotor domain. 
  • Reflex movements – actions that occur involuntarily in response to some stimulus.
  • Basic fundamental movements – innate movement patterns formed from a combination of reflex movements.
  • Perceptual abilities – translation of stimuli received through the senses into appropriate movements.
  • Physical abilities – basic movements and abilities that are essential to the development of more highly skilled movements.
  • Skilled movements – more complex movements requiring a certain degree of efficiency.
  • Non-discursive movements – ability to communicate through body movement. 

Hence, we can conclude that the right answer to this question is the emotional domain.