MCQ
Evaluation and Remedial Teaching in Mathematics MCQ - Practice Questions with Answers
Solve 10 Evaluation and Remedial Teaching in Mathematics questions for RAS/RPSC preparation.
Practice questions
Q1Arrange the following steps of a remedial teaching cycle for a Class 4 child who keeps making borrowing errors in subtraction: (i) Plan a fresh strategy using place-value blocks and bundled sticks. (ii) Re-teach with the new strategy in a small-group session. (iii) Observe and analyse the child's errors in the regular worksheet. (iv) Re-assess with a short oral and written task and record the change.
The remedial cycle starts with observing and analysing the child's errors in normal class work (iii). The teacher then plans a fresh strategy with concrete material (i), re-teaches in a small-group session (ii) and finally re-assesses to record the change (iv). The order (iii)-(i)-(ii)-(iv) matches the diagnose, plan, teach, re-assess loop that NCF 2005 and CCE expect.
Q2Which of the following is NOT a suitable formative assessment tool for primary mathematics in Classes I to V?
A long timed paper that ranks children is high-stakes and summative. It does not fit primary CCE, which uses ongoing, low-stakes, child-friendly tools. Observation, 'show me' tasks and a maths journal all give the teacher live information to support learning.
Q3Under the RTE Act 2009, in which age group is free and compulsory elementary education guaranteed, the stage that covers primary mathematics for Classes I to V?
The RTE Act 2009 guarantees free and compulsory elementary education to every child in the age group 6 to 14 years. This stage includes primary Classes I to V, which is the syllabus boundary for REET Level 1 mathematics evaluation and remedial teaching.
Q4A teacher of Class 3 watches a child solve sums on a worksheet, asks her to explain her steps and notes the strategy used. Identify the correct nature of this assessment.
Watching a child solve, asking her to explain her steps and noting the strategy is classic formative assessment. It happens during learning, gives the teacher information to plan the next step and supports the child rather than ranking her.
Q5In the context of primary mathematics, which of the following best defines Continuous and Comprehensive Evaluation (CCE)?
CCE in primary mathematics is continuous, comprehensive and uses many tools — observation, oral work, worksheets and projects. It tracks both scholastic learning and co-scholastic growth across the whole year, not a single test or comparison.
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6Match the assessment tool in List I with its main function in List II for primary mathematics. List I (Tool): (i) Anecdotal record (ii) Skill checklist (iii) Oral 'explain how you got it' (iv) Rubric for a project List II (Function): (p) Captures the child's reasoning and language about the problem. (q) Records what the teacher noticed about a specific child or moment. (r) Tracks whether each child has mastered listed skills like place value or addition with regrouping. (s) Gives clear criteria to judge an open-ended task at varied levels.
7Consider the following statements about error analysis in primary mathematics: (i) Most arithmetic errors of children are random and carry no useful information. (ii) Repeated errors often follow a pattern that points to a missing concept or rule. (iii) Error analysis helps the teacher plan targeted remedial teaching. (iv) Errors should be punished so that the child becomes more careful next time. Which combination is correct?
8Consider the following two statements about diagnostic testing and remedial teaching in primary mathematics: Statement I: A diagnostic test is meant only to give the child a final mark for the term. Statement II: A diagnostic test is meant to locate specific learning gaps so that remedial teaching can be planned with new strategies and material. Which of the above statements is/are correct?
9Read the assertion (A) and reason (R) and choose the correct option. Assertion (A): Under the RTE Act 2009, the no-detention approach in primary classes means the teacher need not assess any child up to Class V. Reason (R): Continuous and Comprehensive Evaluation (CCE) requires the teacher to keep tracking each child's learning through varied formative tools and to plan remedial teaching when needed.
10Below are four observations a Class 2 teacher makes while marking children's notebooks. How many of these are clear examples of a systematic arithmetic error worth a remedial response? (i) A child writes 23 + 19 = 32, dropping the carry. (ii) A child writes the digit '5' as a mirror image because she is six years old and still settling handwriting. (iii) A child solves 30 - 17 by borrowing wrongly and writes 23. (iv) A child reads '40' as 'four-zero' and not as 'forty'.