MCQ
Evaluation in English (Primary) MCQ - Practice Questions with Answers
Solve 10 Evaluation in English (Primary) questions for RAS/RPSC preparation.
Practice questions
Q1Consider the following two statements about formative versus summative assessment in primary English under the CCE framework: Statement I — Formative assessment in a Class IV English period mainly aims to feed information back into the next teaching step, often through quick oral checks, exit tickets, or short writing samples. Statement II — Summative assessment is the only legitimate form of evaluation at the primary stage and replaces all formative practices for Classes I to V. Which of the statements is correct?
Statement I describes formative assessment accurately: in primary English it is small, frequent and feedback-oriented, and it helps the teacher decide the next teaching step through quick oral checks, short written responses or small writing samples. Statement II is wrong because CCE does not make summative assessment the only valid form of evaluation, nor does it replace formative practices. Therefore Statement I is correct and Statement II is incorrect, which makes option C correct.
Q2Consider the following statements about a primary English achievement test built for a Class V unit on "My Family" under the RBSE REET Level 1 Language II framework: (1) The test items must be drawn from the unit's stated learning objectives — for example, naming family members, describing a family photograph in three sentences, and using simple possessive pronouns in short sentences. (2) Items can include a short listening task, a few simple multiple-choice items, a short writing prompt, and a one-line oral retell to cover LSRW evidence. (3) The test should also probe future English-language ability that the child has never been taught and rank children publicly across the school. Which of the statements are correct?
An achievement test for primary English is bound to taught content and stated learning objectives. Statement 1 is correct because items must come from the unit objectives: naming family members, describing a family photograph in simple sentences and using simple possessive pronouns. Statement 2 is correct because a short listening task, simple multiple-choice items, a short writing prompt and a one-line oral retell can together give evidence across LSRW within the same unit. Statement 3 is wrong on two counts: it tests content that was never taught, which turns the test into an aptitude-style probe rather than an achievement test, and it adds public school-wide ranking, which is not a sound or child-sensitive practice for primary assessment. So only statements 1 and 2 are correct, which is option B.
Q3Arrange the following steps of a primary English reading-fluency check in the correct sequence as the teacher would carry them out for a Class III learner: (1) Pick a familiar short paragraph at the child's reading level so the check is fair, (2) Note the child's words-per-minute, self-corrections, and any specific stumbling words, (3) Ask the child to read aloud while the teacher quietly listens for pace and accuracy, (4) Use the notes to choose one targeted next-step practice such as repeated reading or a sight-word card.
A sound primary reading-fluency check follows a select-listen-record-act cycle. The teacher first picks a familiar passage that is fair to the child's reading level (step 1) so that the check measures fluency rather than unfamiliar vocabulary. The child then reads aloud while the teacher quietly observes pace and accuracy (step 3). Only after listening can the teacher record words-per-minute, self-corrections, and any specific stumbling words (step 2). Finally the teacher uses those notes to plan one targeted next-step practice such as repeated reading or a sight-word card (step 4). The order is therefore 1-3-2-4, which is option A.
Q4Assertion (A): For Classes I to V under the RTE 2009 no-detention rule, a primary English teacher should treat dictation as a feedback tool that highlights spelling and listening gaps for the next lesson rather than as a pass-fail measure. Reason (R): The Continuous and Comprehensive Evaluation framework explicitly forbids any oral or written task from being used to support next-day teaching decisions in the early grades. Choose the correct option.
Assertion A is correct: under the no-detention rule for Classes I to V, dictation in primary English is meant to surface where children miss sound-spelling links and where listening attention drops, so the teacher can plan the next lesson — not to label any child as failed. Reason R, however, is wrong. The CCE framework does the opposite of what R claims: it explicitly encourages teachers to use ongoing oral and written evidence to inform the next teaching step. R inverts the framework by saying CCE forbids exactly the practice that CCE actively requires. So A is true and R is false, which is option C.
Q5A Class V teacher wants to assess the writing skills of her primary English learners through a short, age-appropriate writing task that fits the RBSE REET Level 1 Language II framework. Which of the following is the most appropriate writing-assessment task for this class?
A picture-cued short description of three to five sentences is exactly the kind of writing task that fits a Class V learner's developing English. It uses a familiar visual prompt to lower cognitive load, lets the child draw on simple sentence patterns already taught, and produces direct evidence of vocabulary use, sentence formation, and basic mechanics. Option A demands fast, formal translation of news prose — well beyond primary capacity. Option B asks for academic essay-writing on a meta-level topic, which has no place at the primary stage. Option C reduces writing to rote reproduction, which tests memory rather than written expression. Therefore D is the most appropriate primary English writing-assessment task.
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6How many of the following primary English evaluation practices are appropriate under the RBSE REET Level 1 Language II framework for Classes I to V? (1) A teacher keeps an LSRW skills checklist for each child and updates it across the term, (2) A teacher uses a short oral picture-talk and notes one strength and one next step for each child, (3) A teacher relies only on a single end-of-year written paper to decide each child's English level, (4) A teacher gives written descriptive feedback in simple words rather than only a numerical score.
7Match each LSRW sub-skill assessment task with the most directly evidenced primary English skill in a Class IV classroom and choose the correct combination. List I (Task) — (P) Child retells a story to a partner using picture cards, (Q) Child reads aloud a familiar short paragraph and the teacher notes pace and accuracy, (R) Child writes three sentences describing a picture, (S) Child listens to a teacher's instruction and circles the correct object on a worksheet. List II (Skill) — (1) Reading fluency, (2) Listening comprehension, (3) Spoken English production, (4) Written expression.
8Out of 30 children in a Class IV English class, 18 already write three correct simple sentences about a picture, 8 write with some grammar slips, and 4 still cannot form a complete English sentence and copy isolated words instead. Roughly what percentage of the class is at the most basic writing-stage and needs the most intensive sentence-formation support?
9A Class III teacher reads aloud a short story and then asks each child to point to a picture that matches what they heard. The teacher quietly notes who points correctly within five seconds and who hesitates. This routine is best classified as which form of evaluation in primary English under the RTE 2009 framework?
10Which of the following is NOT a valid age-appropriate principle for evaluating primary English under the RBSE REET Level 1 Language II framework for Classes I to V?