McqMate
These multiple-choice questions (MCQs) are designed to enhance your knowledge and understanding in the following areas: Education (CBCS) .
Chapters
| 101. |
A diagnostic test is a tool used by teachers |
| A. | to identify students with special needs only |
| B. | to give information to the students |
| C. | to prepare extra classes for examination |
| D. | to evaluate students’ prior knowledge of a particular subject |
| Answer» D. to evaluate students’ prior knowledge of a particular subject | |
| 102. |
Diagnostic testing is usually done |
| A. | after the end of the school year |
| B. | before the start of a new unit of study |
| C. | before giving assignments to the students |
| D. | after finishing final examination |
| Answer» B. before the start of a new unit of study | |
| 103. |
The purpose of diagnostic testing is |
| A. | to motivate the student |
| B. | to find out the particular problem faced by the student |
| C. | to make the student understand the subject matter |
| D. | to control the behavior of the student |
| Answer» B. to find out the particular problem faced by the student | |
| 104. |
Diagnostic tests help teachers diagnose the needs of the students |
| A. | to meet their instruction needs |
| B. | to pass in their examinations |
| C. | to retain whatever is learnt |
| D. | to survive |
| Answer» A. to meet their instruction needs | |
| 105. |
Diagnostic tests are those which help the teacher |
| A. | to improve his teaching skill |
| B. | to measure the achievement of the student |
| C. | to know the family background of the student |
| D. | to know the particular strength and weakness of the student |
| Answer» D. to know the particular strength and weakness of the student | |
| 106. |
A test which is designed to reveal specific weakness or failures to learn in some subject of study is known as |
| A. | achievement test |
| B. | attainment test |
| C. | prognostic test |
| D. | diagnostic test |
| Answer» D. diagnostic test | |
| 107. |
A diagnostic test is useful if a teacher uses it |
| A. | every month |
| B. | once throughout the school year |
| C. | more than once throughout the school year |
| D. | every week |
| Answer» C. more than once throughout the school year | |
| 108. |
Diagnostic tests are also known as |
| A. | analytical tests |
| B. | attainment tests |
| C. | achievement tests |
| D. | prognostic tests |
| Answer» A. analytical tests | |
| 109. |
A diagnostic test measures where a student is in terms of his |
| A. | habit |
| B. | knowledge and skills |
| C. | physical fitness |
| D. | attitude |
| Answer» B. knowledge and skills | |
| 110. |
A diagnostic test should identify |
| A. | the school curriculum |
| B. | teacher efficacy |
| C. | next steps for the pupil |
| D. | teacher competency |
| Answer» C. next steps for the pupil | |
| 111. |
An educational instruction which is usually organized to eliminate the influences of defective teaching and learning which a child gains during his starting days of learning is called |
| A. | remedial teaching |
| B. | micro-teaching |
| C. | lesson planning |
| D. | diagnostic testing |
| Answer» A. remedial teaching | |
| 112. |
A remedial teaching is one that is meant to |
| A. | improve study habits |
| B. | rectify a particular problem area in a student |
| C. | identify special learners |
| D. | evaluate the achievement of a student |
| Answer» B. rectify a particular problem area in a student | |
| 113. |
Remedial teaching is also known as |
| A. | special education |
| B. | technical education |
| C. | compensatory education |
| D. | learning by doing |
| Answer» C. compensatory education | |
| 114. |
Remedial teaching indicates |
| A. | elimination of attitudes |
| B. | elimination of skills |
| C. | elimination of habits |
| D. | elimination of drawbacks |
| Answer» D. elimination of drawbacks | |
| 115. |
The function of remedial teaching is to |
| A. | solve the problem faced by the teacher |
| B. | recondition habit and skill |
| C. | encourage teaching profession |
| D. | modify teacher behavior |
| Answer» B. recondition habit and skill | |
| 116. |
The remedial teaching is followed |
| A. | after actual classroom teaching |
| B. | before actual classroom teaching |
| C. | before the beginning of a new lesson |
| D. | during actual classroom teaching |
| Answer» A. after actual classroom teaching | |
| 117. |
The first step in remedial teaching is |
| A. | to give instructions |
| B. | to identify poor students |
| C. | to locate the learning difficulties |
| D. | to use appropriate strategy |
| Answer» B. to identify poor students | |
| 118. |
After identifying the poor students, the next step in remedial teaching is to |
| A. | prepare remedial instructions |
| B. | remove the learning difficulties |
| C. | locate the learning difficulties and its causes |
| D. | provide suitable strategy |
| Answer» C. locate the learning difficulties and its causes | |
| 119. |
After teaching in remedial teaching, a test is administered |
| A. | to ascertain how far learning difficulties could be removed |
| B. | to identify poor and slow learners |
| C. | to discover the causes of learning difficulties |
| D. | to develop instructions |
| Answer» A. to ascertain how far learning difficulties could be removed | |
| 120. |
Remedial teaching aims for |
| A. | feedback |
| B. | identification of a particular strength of a child |
| C. | modification of student behavior |
| D. | the correction of errors in learning |
| Answer» D. the correction of errors in learning | |
| 121. |
The depiction of teaching and learning environment, including the behavior of teachers and students while the lesson is presented through that model, is known as |
| A. | teaching report |
| B. | style of teaching |
| C. | model of teaching |
| D. | teaching paradigm |
| Answer» C. model of teaching | |
| 122. |
Teaching models are prescriptive teaching strategies designed to accomplish particular |
| A. | instructional goals |
| B. | teaching skills |
| C. | lessons |
| D. | interests |
| Answer» A. instructional goals | |
| 123. |
Models of teaching have been developed to help a teacher to improve his capacity to |
| A. | influence other members of the society |
| B. | reach more children |
| C. | take extra classes |
| D. | live life without problems |
| Answer» B. reach more children | |
| 124. |
Different teaching models stress on a different instructional goal when put these models into |
| A. | rule |
| B. | power |
| C. | instruction |
| D. | action |
| Answer» D. action | |
| 125. |
A pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher’s actions, is called |
| A. | functions of teaching |
| B. | factors of teaching |
| C. | method of teaching |
| D. | model of teaching |
| Answer» D. model of teaching | |
| 126. |
Teaching models help a teacher to create a richer and more diverse environment for |
| A. | teachers |
| B. | learners |
| C. | parents |
| D. | planners |
| Answer» B. learners | |
| 127. |
A model of teaching is meant for |
| A. | substituting teachers |
| B. | recording students’ activities |
| C. | creating suitable learning environments |
| D. | student’s evaluation |
| Answer» C. creating suitable learning environments | |
| 128. |
Models of teaching describe teaching, as |
| A. | it ought to be |
| B. | giving information |
| C. | sharing experiences |
| D. | assignment |
| Answer» A. it ought to be | |
| 129. |
Teaching models used by teachers in the classroom to facilitate group work are |
| A. | information processing models |
| B. | behavioral models |
| C. | personal models |
| D. | social interaction models |
| Answer» D. social interaction models | |
| 130. |
The major theorists of social interaction models are |
| A. | Carl Rogers & Fritz Pearls |
| B. | Herbert & John Dewey |
| C. | David Hunt & William Glasser |
| D. | Bethal & William Gordon |
| Answer» B. Herbert & John Dewey | |
| 131. |
The family of social interaction models are |
| A. | Non-directive Model and Awareness Training Model |
| B. | Synetics Model and Classroom Meeting Model |
| C. | Group Investigation Model and Social Inquiry Model |
| D. | Conceptual System Model and Information Processing Model |
| Answer» C. Group Investigation Model and Social Inquiry Model | |
| 132. |
In the models based on social interaction source, the social aspects of human beings are kept in mind and |
| A. | their social development is more emphasized |
| B. | physical development is more emphasized |
| C. | self-awareness is more emphasized |
| D. | concept development is more emphasized |
| Answer» A. their social development is more emphasized | |
| 133. |
The models belonging to social interaction category give more emphasis on |
| A. | the development of the society |
| B. | personality development |
| C. | behavior |
| D. | information |
| Answer» A. the development of the society | |
| 134. |
Social interaction models are concerned with |
| A. | concept development and analysis |
| B. | the attainment of the social goals belonging to the affective domain |
| C. | body and sensory awareness |
| D. | self-awareness, understanding, autonomy and self-concept |
| Answer» B. the attainment of the social goals belonging to the affective domain | |
| 135. |
Teaching models mainly related to the emotional life of a person and also assist in developing a productive relationship to the environment are |
| A. | information processing models |
| B. | behavioral models |
| C. | personal models |
| D. | social interaction models |
| Answer» C. personal models | |
| 136. |
Personal models are concerned with |
| A. | social problem-solving |
| B. | relationship of the individual to society |
| C. | attainment of social goals |
| D. | teaching by example |
| Answer» D. teaching by example | |
| 137. |
The major theorists of personal models are |
| A. | Herbert & John Dewey |
| B. | Byron & Benjamin Cox |
| C. | Carl Rogers & Fritz Pearls |
| D. | Donald Oliver & James P.Shaver |
| Answer» C. Carl Rogers & Fritz Pearls | |
| 138. |
The family of personal development models are |
| A. | Laboratory Method Model & Jurisprudential Model |
| B. | Role-playing Model and Social Simulation Model |
| C. | Group Investigation Model and Social Inquiry Model |
| D. | Non-directive Model and Conceptual System Model |
| Answer» D. Non-directive Model and Conceptual System Model | |
| 139. |
Personal models of teaching emphasize development of |
| A. | behavior modification |
| B. | self-awareness, understanding and self-concept |
| C. | social values |
| D. | social relationship |
| Answer» B. self-awareness, understanding and self-concept | |
| 140. |
Which of the following statements is true about personal models of teaching? |
| A. | They share an orientation towards the individual and the development of selfhood |
| B. | They share an orientation towards the information processing capabilities of the students |
| C. | They emphasize relationship of the individual to society |
| D. | They are associated with productive thinking and the development of general intellectual abilities |
| Answer» A. They share an orientation towards the individual and the development of selfhood | |
| 141. |
A teaching procedure involved in the clarification or explanation to the student of some major idea is called |
| A. | demonstration method |
| B. | lecture method |
| C. | story telling method |
| D. | problem solving method |
| Answer» B. lecture method | |
| 142. |
Lecture method lays emphasis on |
| A. | the presentation of the content |
| B. | the participation of the learner |
| C. | the solution of problems faced by the learner |
| D. | the removal of errors in learning |
| Answer» A. the presentation of the content | |
| 143. |
In lecture method, |
| A. | the teacher is the recipient |
| B. | the teacher makes elaborate arrangements for demonstration or experiments |
| C. | students are more active and teacher is passive |
| D. | teacher is more active and students are passive |
| Answer» D. teacher is more active and students are passive | |
| 144. |
A good lecture provides |
| A. | active participation for learners |
| B. | creative thinking |
| C. | better scope for clarification |
| D. | real experience |
| Answer» C. better scope for clarification | |
| 145. |
Lecture method is a |
| A. | project approach |
| B. | activity centered approach |
| C. | student-controlled approach |
| D. | teacher-controlled approach |
| Answer» D. teacher-controlled approach | |
| 146. |
The presentation of a pre-arranged series of events or equipment to a group of students for their observation is known as |
| A. | demonstration method |
| B. | problem solving method |
| C. | story telling method |
| D. | lecture method |
| Answer» A. demonstration method | |
| 147. |
Demonstration method is |
| A. | oldest teaching strategy given by idealism philosophy |
| B. | a classroom strategy used in technical schools and training colleges |
| C. | made interesting with extra-addition of flannel board or puppets |
| D. | considered both autocratic and permissive type of teaching |
| Answer» B. a classroom strategy used in technical schools and training colleges | |
| 148. |
For a successful demonstration, the teacher |
| A. | should never involve students in demonstration |
| B. | should never break down the demonstration into a simple step by step pattern |
| C. | should plan all the activities in great detail and rehearse it |
| D. | should proceed with the demonstration as quickly as possible |
| Answer» C. should plan all the activities in great detail and rehearse it | |
| 149. |
The demonstration aids in bringing about a relationship between the theory and |
| A. | practice |
| B. | hypothesis |
| C. | concept |
| D. | observation |
| Answer» A. practice | |
| 150. |
Demonstration is a |
| A. | learner-centered method |
| B. | teacher-centered method |
| C. | subject-centered method |
| D. | curriculum-centered method |
| Answer» B. teacher-centered method | |
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