MCQ
Assessment and Remedial Teaching MCQ - Practice Questions with Answers
Solve 10 Assessment and Remedial Teaching questions for RAS/RPSC preparation.
Practice questions
Q1A Class III teacher writes down brief notes on each child's spoken English during a picture-description activity, capturing pronunciation slips, vocabulary use, and confidence. This running record is best classified as which type of assessment?
Formative observational assessment is the ongoing, low-stakes recording of behaviour and language during routine classroom activity. Anecdotal notes, checklists, and running records during oral activities all sit in this category — they feed the next lesson plan, not a final grade. A summative paper-pencil test (A) is administered at the end of a unit/term. A standardised diagnostic test (B) uses fixed scripted stimuli to identify a specific learning difficulty, not a quick snapshot. A norm-referenced ranking test (C) compares one child's score to peers, which is not the purpose here. Therefore D is correct.
Q2Assertion (A): For a Class V child whose oral English is fluent but whose written English shows repeated mis-spelling of common words, the most useful remedial focus is targeted spelling-with-meaning practice rather than more reading aloud. Reason (R): All language sub-skills — listening, speaking, reading, and writing — develop together at exactly the same rate in every learner, so improving one always lifts the other in equal measure. Choose the correct option.
Assertion A is correct: when oral English is already fluent and the difficulty sits in spelling, the precise remedial point is on the writing side — targeted spelling-with-meaning practice (writing the word inside a short sentence so that meaning anchors recall). Reason R, however, is wrong. Language sub-skills do not develop at the same rate in every learner; LSRW skills draw on partly different sub-skills, which is exactly why a writing-side gap can sit beside good oral fluency in the first place. So A is true and R is false — option C.
Q3Match the assessment tool with its primary purpose in a Class IV English classroom and choose the correct combination. List I (Tool) — (P) Anecdotal record, (Q) Rubric, (R) Portfolio, (S) Oral cloze test. List II (Primary purpose) — (1) Showcasing growth in writing across the year, (2) Quickly checking listening comprehension and word recall, (3) Capturing a single behavioural episode in narrative form, (4) Giving the child criteria-based feedback on a piece of work.
An anecdotal record is a short narrative of one observed episode (P-3). A rubric lays out level-wise criteria so a child knows what good work looks like and what to improve (Q-4). A portfolio is a curated folder showing growth across the year — early drafts beside polished final pieces (R-1). An oral cloze test, where the teacher reads a sentence and pauses for the child to supply the missing word, mainly probes listening and vocabulary recall (S-2). Combination B is the only one that holds these four pairings.
Q4How many of the following classroom practices are appropriate forms of formative assessment in a Class IV English period? (1) Quick thumbs-up / thumbs-down check after a story is read aloud, (2) A weekly spelling dictation marked with feedback comments rather than a final grade, (3) Pair-talk task where children retell a story to each other while the teacher listens to two pairs, (4) Surprise end-of-month written test that is the only basis for the report card.
Formative assessment is small, frequent, and feedback-rich; its job is to inform the next teaching move, not to grade. Practice 1 is a fast comprehension check that lets the teacher see who needs a re-read. Practice 2 turns a weekly dictation into a feedback conversation rather than a final number — also formative. Practice 3 lets the teacher dip in and listen to oral retelling, which is direct evidence of comprehension and language use. Practice 4 is a one-shot summative event that decides the report card all by itself — that is not formative and contradicts CCE. Therefore three of the four practices qualify as formative assessment, so the answer is A.
Q5Consider the following two statements about diagnostic assessment in primary English: Statement I — A diagnostic test is given before remedial teaching to find the exact area of difficulty (for example, blending of consonant clusters or recall of high-frequency words). Statement II — A diagnostic test must always carry a final pass/fail mark and be entered in the report card. Which of the statements is correct?
A diagnostic test is a low-stakes probe whose only job is to map out where a learner is struggling, so the teacher can plan precise remediation. In primary English this might mean checking whether the child can blend two-letter clusters, recognise sight words, or recall recently taught vocabulary. The result is used internally to plan the next lesson, not posted on the report card or used to pass/fail a child up to Class V (no-detention under RTE 2009). Statement I captures this purpose correctly. Statement II is wrong on two counts — diagnostic data is internal to the teacher and the no-detention rule forbids pass/fail at this stage. So the correct answer is A.
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More questions
6Out of 28 children in a Class III English class, 12 already read short sentences fluently, 10 read with some hesitation, and 6 still struggle to recognise common sight words. Roughly what percentage of the class needs the most intensive sight-word remedial support?
7Consider the following statements about Continuous and Comprehensive Evaluation (CCE) in primary English classrooms under RTE 2009: (1) CCE measures only the final written test score at the end of the academic session. (2) CCE assesses both scholastic learning (listening, speaking, reading, writing) and co-scholastic traits (participation, effort, attitude). (3) CCE is meant to inform the teacher's next instructional step, not to rank or fail learners up to Class V. Which of the statements are correct?
8Arrange the following remedial-teaching steps in the correct sequence for a Class II child who confuses the letters "b" and "d" while writing English words: (1) Plan a short, focused remedial activity such as tracing "b" and "d" inside picture cues like a bat and a dog, (2) Identify the specific error pattern through a short writing sample, (3) Re-assess after a week using new words containing both letters, (4) Practise writing the two letters in meaningful word contexts, not in isolation.
9A Class II learner can name the letters of the alphabet but reads the word "the" letter-by-letter as t-h-e every time it appears, slowing every line. The teacher's most appropriate remedial step is to:
10Which of the following is NOT a valid principle of CCE for primary English under the RTE 2009 framework?