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MCQ

disadvantaged-learners MCQ - Practice Questions with Answers

Solve 100 disadvantaged-learners questions for RAS/RPSC preparation.

Practice questions

Q1A class activity asks learners to pay for a local visit. Some disadvantaged learners cannot pay and start avoiding the activity. What should the teacher do?

A Cancel the learning discussion and give only a written summary to all learners.
B Redesign the task so all learners can use no-cost observations or shared school resources without being named separately.
C Ask the learners who paid to complete the observation work for those who could not pay.
D Announce the names of learners who cannot pay so classmates can decide whether to help.
Explanation

Option B is correct because it keeps the learning goal while removing an avoidable cost barrier. It also protects dignity by making the adaptation part of the common class design.

Q2In a map activity, a disadvantaged learner explains the direction correctly by pointing and speaking, but writes only a few words. What should the teacher do for assessment?

A Mark the learner wrong because the written answer is short.
B Ignore the oral explanation and ask the learner to repeat the worksheet later.
C Give full marks without checking whether the direction idea is correct.
D Use the oral and pointing evidence to judge the same concept, then support written expression.
Explanation

Option D is correct because assessment can use more than one form of evidence while still checking the same concept. Options A and B ignore valid evidence, and option C gives marks without checking understanding.

Q3Assertion: A learner's low homework completion should not be used alone to judge learning ability. Reason: Homework completion may be affected by access to time, materials, adult help or study space. Choose the correct option.

A Both the assertion and the reason are true, and the reason correctly explains the assertion.
B Both the assertion and the reason are true, but the reason does not explain the assertion.
C The assertion is true, but the reason is false.
D The assertion is false, but the reason is true.
Explanation

Option A is correct because both statements are true and logically connected. For deprived learners, homework evidence must be interpreted with attention to access barriers before judging ability.

Q4A learner understands a local example but cannot yet use the textbook term confidently. What should the teacher do?

A Reject the answer until the learner uses the textbook term perfectly.
B Accept the idea, connect the local word to the textbook term, and give practice using both.
C Ask the learner to stop using home-language words in class.
D Assume the learner does not know the concept without probing the vocabulary gap.
Explanation

B is correct: the learner has the concept but not the textbook label, so the teacher validates the idea, bridges the local word to the textbook term, and gives paired practice so both forms become usable. A penalises an honest concept for missing vocabulary. C punishes home language and severs the conceptual bridge. D treats the gap as a confidence problem without checking the actual word-knowledge barrier.

Q5A teacher says, "Disadvantaged learners cannot handle reasoning questions." Which response is pedagogically sound?

A Give reasoning tasks only after they master every textbook fact.
B Give simpler recall tasks in place of the same reasoning goal.
C Ask another learner to answer reasoning questions for them.
D Provide concrete examples and cues so they can attempt reasoning within the same learning goal.
Explanation

Option D is correct because scaffolding supports reasoning without lowering the shared goal. Waiting for every fact, replacing reasoning with recall, or letting someone else answer reduces opportunity for reasoning.

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Unlimited practice on disadvantaged-learners comes with the RAS Test Series + Practice pack or Gate Pass.

More questions

6A peer helper jokes about a learner's background while assisting with reading. What should the teacher do?

AIgnore the joke and review only whether the reading answer is correct.
BStop the disrespect, reset peer-help norms and make sure support remains dignified.
CUse only teacher help and avoid discussing peer-help norms.
DChange the helper without discussing why the joke was harmful.

7A learner from a low-resource home explains a lesson idea using an example from family work. What should the teacher do?

ATell the learner to use only textbook examples in future answers.
BTreat the example as unrelated because it comes from outside school.
CPraise the example but avoid linking it to the lesson objective.
DConnect the example to the lesson concept and invite other familiar examples.

8A textbook example about an apartment lift is unfamiliar to several learners. Which teacher action best supports disadvantaged learners?

ASkip the concept because some learners have not seen the example.
BTell learners that they should already know such examples.
CTest only learners who are familiar with apartment lifts.
DUse a familiar local situation to build the idea and then return to the textbook example.

9After a task, the teacher wants to guide a disadvantaged learner without comparing learners openly. What is the best response?

AGive private next-step feedback and note the learner's progress for later.
BRead the scores of the whole class aloud.
CTell the learner that others are better.
DIgnore the result completely.

10A teacher wants to know why a disadvantaged learner avoids written answers even after understanding the discussion. Which question best includes the learner's voice?

AWhy are you still not writing when others can write?
BWhich part of writing the answer is difficult for you: starting, choosing words or organizing points?
CShould I give you marks only for oral work from now on?
DDo you agree that writing is not your strong area?

11Consider these statements about assessing disadvantaged learners. I. Evidence of understanding may come from oral explanation, written work or a drawn representation. II. The teacher should check whether the same concept is understood. III. A learner's need for support means the concept should not be assessed. Which statements are correct?

AI and II only
BI and III only
CII and III only
DIII only

12What is the best teacher belief when a disadvantaged learner is slow at first but learns after support?

AThe learner can still reach the common objective with scaffolding and time.
BThe learner should be given only easy tasks forever.
CThe learner should be excluded from questioning.
DThe learner's background decides the final outcome.

13Consider these statements about assessment for disadvantaged learners: I. A learner may show understanding by speaking, drawing or writing. II. Assessment should check the same concept, not only one response mode. III. Marks may be given without checking whether the concept is correct. Which statements are correct?

AI and II
BI and III
CII and III
DI, II and III

14What is the main purpose of adapted material for disadvantaged learners?

ATo replace classroom learning with a simpler permanent track.
BTo make the learner complete work without understanding the concept.
CTo reduce access barriers while keeping the learner connected with the class objective.
DTo show other learners who needs additional help.

15A teacher plans a worksheet with one common concept question for everyone, optional hint boxes, and one challenge question for learners who finish early. Several disadvantaged learners use the hints without being named separately. Which principle is best shown?

ASupport should be hidden from the teacher.
BAccess support can be built into the common task so learners use it without stigma.
CThe fastest learners should decide who may use hints.
DLearners who need hints should receive a different topic.

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