MCQs of Education – Change your future

731. The most widely applicable test item is?

Correct Answer: Correct answer is: (A) M.C.Q items.

Exam Relevance: GRE, GMAT, SAT, LSAT

Difficulty: Moderate

Concept notes: Multiple Choice Questions (M.C.Q) items are widely applicable because they can test a variety of cognitive skills, from basic recall to higher-order thinking, and are easy to administer and score.

Common Mistakes: Students may mistakenly believe that other types of items, such as True/False or Matching, are more versatile because they are simpler to create.

Explanations: M.C.Q items are the most widely applicable because they can be designed to assess different levels of cognitive skills, from simple recall to complex problem-solving. They are also versatile in format, allowing for a wide range of content to be tested. Additionally, M.C.Q items are easy to administer and score, making them a preferred choice for large-scale assessments.

Option Analysis:

Option A: M.C.Q items are versatile and can test various cognitive skills, making them widely applicable.
Option B: Matching items are less versatile and typically test only basic recall or simple associations.
Option C: True/False items are limited in scope and primarily test basic recall or recognition.
Option D: Completion items are useful but less versatile compared to M.C.Q items, as they are more limited in the types of cognitive skills they can assess.

732. The type of essay item in which contents are limited is?

Correct Answer: Correct answer is: (D) Extended Response Questions.

Exam Relevance: SAT, ACT, AP Exams

Difficulty: Moderate

Concept notes: Extended Response Questions require students to provide detailed, comprehensive answers that often involve multiple steps or points. These questions are not limited in content and allow for extensive elaboration.

Common Mistakes: Students may confuse Extended Response Questions with Restricted Response Questions, which do limit the scope of the answer.

Explanations: Extended Response Questions are designed to assess a student's ability to provide detailed, comprehensive answers. These questions do not limit the content, allowing students to elaborate extensively on the topic. This contrasts with other types of questions like M.C.Q items, Matching items, and Restricted Response Questions, which have more confined answer formats.

Option Analysis:

Option A: M.C.Q items are multiple-choice questions, which limit responses to predefined options.
Option B: Matching items require students to match items from one column to another, limiting the content to specific pairs.
Option C: Restricted Response Questions limit the scope of the answer, often requiring brief, concise responses.
Option D: Extended Response Questions allow for detailed, comprehensive answers without content limitations.

733. The Analysis of items is necessary in?

Correct Answer: Correct answer is: (B) Standardized Test.

Exam Relevance: GRE, GMAT, SAT, LSAT

Difficulty: Moderate

Concept notes: The analysis of items is necessary in standardized tests to ensure consistency and reliability across different test administrations.

Common Mistakes: Students may confuse the need for item analysis with other types of tests, such as essay or objective type tests, which do not require the same level of consistency and reliability.

Explanations: Standardized tests are designed to be administered uniformly to all test takers, and item analysis is crucial to ensure that each item functions as intended and contributes to the overall reliability and validity of the test. This analysis helps identify items that may be biased, too difficult, or too easy, and ensures that the test measures what it is intended to measure consistently across different administrations.

Option Analysis:

Option A: Essay Type Test does not require the same level of item analysis as standardized tests because essays are subjective and vary in content and scoring.
Option B: Standardized Test requires item analysis to ensure consistency and reliability across different test administrations.
Option C: Objective type test may require some level of item analysis, but it is not as comprehensive as that required for standardized tests.
Option D: Norm referenced test, while it may involve item analysis, is not the primary context where item analysis is most necessary.

734. The type of the test by method is?

Correct Answer: Correct answer is: (C) Objective type test.

Exam Relevance: GRE, GMAT, SAT, LSAT

Difficulty: Easy

Concept notes: Objective type tests are characterized by questions that have a single correct answer, typically chosen from a set of options.

Common Mistakes: Students may confuse objective type tests with standardized tests, which are a broader category that can include both objective and essay type questions.

Explanations: Objective type tests are designed to have clear, unambiguous answers, making them suitable for large-scale assessments where scoring can be standardized and automated. The claimed correct answer, C) Objective type test, is correct because it aligns with the characteristics of having a single correct answer among multiple choices.

Option Analysis:

Option A: Essay type tests require written responses and do not fit the description of having a single correct answer among multiple choices.
Option B: Standardized tests can include both objective and essay type questions, making this option too broad.
Option C: Objective type tests are characterized by questions with a single correct answer, fitting the description provided.
Option D: Norm-referenced tests compare a student's performance to a norm group but do not specify the type of questions used.

735. Student's performance is compared with other students in?

Correct Answer: Correct answer is: (D) Norm referenced test.

Exam Relevance: GRE, GMAT, SAT, ACT

Difficulty: Moderate

Concept notes: Norm-referenced tests compare a student's performance to a norm group, typically other students.

Common Mistakes: Students may confuse norm-referenced tests with criterion-referenced tests, which measure performance against a fixed set of criteria rather than other students.

Explanations: Norm-referenced tests are designed to compare a student's performance with that of a norm group, usually a large sample of other students. This comparison helps to understand where a student stands relative to their peers. The other options do not inherently involve such a comparative analysis.

Option Analysis:

Option A: Essay Type Test does not inherently involve comparison with other students.
Option B: Standardized Test can be norm-referenced but is not exclusively so; it can also be criterion-referenced.
Option C: Objective type test does not inherently involve comparison with other students.
Option D: Norm referenced test is specifically designed to compare a student's performance with a norm group, typically other students.

Mnemonic: NORM: Norms, Others, Relative, Measure

736. Student performance is compared with clearly defined learning tasks in?

Correct Answer: Correct answer is: (D) Criterion referenced test.

Exam Relevance: GRE, GMAT, LSAT

Difficulty: Moderate

Concept notes: Criterion-referenced tests assess student performance against a set of predetermined criteria or learning objectives.

Common Mistakes: Students may confuse criterion-referenced tests with norm-referenced tests, which compare student performance to a norm or average.

Explanations: Criterion-referenced tests evaluate student performance based on specific learning tasks or criteria. This means that the assessment is not based on how well a student performs compared to others, but rather on whether the student has met the specific learning objectives or criteria set by the test. Therefore, student performance is compared with clearly defined learning tasks in a criterion-referenced test.

Option Analysis:

Option A: Essay type tests are subjective and do not necessarily compare performance with clearly defined learning tasks.
Option B: Standardized tests compare student performance to a standard or norm, not to specific learning tasks.
Option C: Norm-referenced tests compare student performance to a norm or average, not to specific learning tasks.
Option D: Criterion-referenced tests compare student performance to specific learning tasks or criteria.

737. Test that measure learning outcome of students is

Correct Answer: Correct answer is: (B) Achievement test.

Exam Relevance: GRE, GMAT, SAT, LSAT

Difficulty: Moderate

Concept notes: Achievement tests are designed to measure the knowledge or skills that students have acquired in a specific subject area or course.

Common Mistakes: Students may confuse achievement tests with aptitude tests, which measure potential rather than current knowledge or skills.

Explanations: Achievement tests are specifically designed to measure the learning outcomes of students by assessing their knowledge and skills in a particular subject area. Aptitude tests, on the other hand, measure potential abilities rather than current knowledge. Norm-referenced tests compare a student's performance to a norm group, while criterion-referenced tests measure performance against a set standard or criterion. Therefore, the correct answer is the achievement test, as it directly measures the learning outcomes of students.

Option Analysis:

Option A: Aptitude tests measure potential abilities, not current knowledge or skills.
Option B: Achievement tests measure the knowledge and skills students have acquired in a specific subject area.
Option C: Norm-referenced tests compare a student's performance to a norm group, not measure learning outcomes directly.
Option D: Criterion-referenced tests measure performance against a set standard, not necessarily learning outcomes.

Mnemonic: A-C-N-C: Achievement, not Aptitude, Norm, or Criterion.

738. The tests designed to predict future performance is?

Correct Answer: Correct answer is: (A) Aptitude test.

Exam Relevance: GRE, GMAT, SAT, LSAT

Difficulty: Easy

Concept notes: Aptitude tests are designed to predict future performance by measuring a person's potential to learn and perform in various areas.

Common Mistakes: Students may confuse aptitude tests with achievement tests, which measure current knowledge or skills rather than potential.

Explanations: Aptitude tests are specifically designed to measure a person's potential to learn and perform in various areas, making them suitable for predicting future performance. Achievement tests, on the other hand, measure current knowledge or skills, which do not necessarily predict future performance.

Option Analysis:

Option A: Correct. Aptitude tests are designed to predict future performance by assessing potential.
Option B: Incorrect. Achievement tests measure current knowledge or skills, not future potential.
Option C: Incorrect. Norm-referenced tests compare an individual's performance to a norm group but do not specifically predict future performance.
Option D: Incorrect. Criterion-referenced tests measure performance against a specific standard but do not predict future potential.

Mnemonic: Aptitude = Ability to predict

739. The founder of modern intelligent tests was?

Correct Answer: Correct answer is: (A) Alfred Binet.

Exam Relevance: AP Psychology, IB Psychology, GRE Psychology

Difficulty: Easy

Concept notes: Alfred Binet is recognized as the founder of modern intelligence testing.

Common Mistakes: Students may confuse Alfred Binet with other psychologists who contributed to intelligence testing, such as Lewis Terman or David Wechsler.

Explanations: Alfred Binet, along with his colleague Théodore Simon, developed the Binet-Simon scale in 1905, which was the first standardized test to measure intelligence. This test laid the foundation for modern intelligence testing and introduced the concept of mental age. Binet's work was pivotal in establishing the field of psychometrics and intelligence assessment.

Option Analysis:

Option A: Alfred Binet is the correct answer as he is the founder of modern intelligence tests.
Option B: Guilford is known for his work on the structure of intellect but is not the founder of modern intelligence tests.
Option C: Stern is known for introducing the concept of the intelligence quotient (IQ), but he is not the founder of modern intelligence tests.
Option D: This option is incorrect as Alfred Binet is the correct answer.

Mnemonic: B-S-I: Binet, Simon, Intelligence

740. The formula to determine I.Q was presented by?

Correct Answer: Correct answer is: (C) Stern.

Exam Relevance: GRE, GMAT, Psychology exams

Difficulty: Easy

Concept notes: The formula to determine Intelligence Quotient (I.Q.) was presented by William Stern.

Common Mistakes: Students may confuse the development of the I.Q. concept with Alfred Binet, who developed the first intelligence test, but not the formula for calculating I.Q.

Explanations: William Stern introduced the concept of Intelligence Quotient (I.Q.) in 1912. The formula for I.Q. is derived from the ratio of mental age to chronological age, multiplied by 100. This formula was a significant contribution to the field of psychology and intelligence testing.

Option Analysis:

Option A: Alfred Binet developed the first intelligence test but did not present the formula for I.Q.
Option B: Guilford is known for his work on the structure of intellect but not for the I.Q. formula.
Option C: William Stern introduced the concept of I.Q. and the formula for calculating it.
Option D: This option is incorrect as Stern is the correct answer.

Mnemonic: Stern's I.Q. Formula: S.I.Q.

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6 thoughts on “MCQs of Education - Set 74”

Amina Khatun January 1, 2020
Dada,apnar EI practice set tar Kno jobab nei….vison helpful 🙏🙏
JITENDRA KUMAR SETHI April 23, 2020
Better question
vijay April 26, 2020
Q44
Wilhelm Wundt opened the Institute for Experimental Psychology at the University of Leipzig in Germany in 1879.
Aliza Ali December 14, 2020
I don,t agree with mcq no.759🤨
KISHOR RAMDHAN GHUNAWAT April 26, 2021
Nice sir Thanks for.
Syed Zaheer Abbas September 2, 2021
بہت مرہ آیا قسم سے ، from Skardu rundu Pakistan

6 thoughts on “MCQs of Education - Set 74”

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