MCQ
sl-polsci-ps20-pedagogy-ict MCQ - Practice Questions with Answers
Solve 5 sl-polsci-ps20-pedagogy-ict questions for RAS/RPSC preparation.
Practice questions
Q1Assertion: Percentages displayed by an online poll during a lesson on electoral systems should not by themselves be converted into final achievement grades. Reason: A brief formative poll samples limited evidence, and its results are affected by item quality, opportunity to respond and the purpose for which the poll was designed.
A formative poll is valuable because it quickly reveals patterns of understanding and misconception, allowing the teacher to adapt instruction. Its percentage, however, represents performance on a small set of prompts under particular conditions. Final achievement judgments require evidence appropriate to the intended learning outcomes and sufficiently broad, fair and dependable for that purpose. Thus the Reason supplies the basis for the Assertion.
Q2A teacher is planning an online class on whether the anti-defection law strengthens or weakens legislative deliberation. Consider the following design choices: I. Students post an initial position before reading the assigned evidence. II. Small groups examine contrasting evidence with assigned roles, and students revise their position after the discussion. III. The teacher replaces discussion with a recorded lecture and treats completion data as proof of deliberative learning. Which choices support meaningful online deliberation?
Deliberation requires more than exposure to content. Recording an initial view establishes a baseline; examining contrasting evidence in roles encourages accountable participation; and revising the view shows whether dialogue affected reasoning. A recorded lecture can support preparation, but completion analytics cannot by themselves show that students weighed reasons or responded to peers.
Q3After an online diagnostic assessment on fundamental rights, which use of assessment data is instructionally incorrect?
Assessment data should lead to proportionate instructional action: reteaching a shared misconception, giving criterion-linked feedback, enabling revision, or arranging temporary support. A named public ranking converts diagnostic evidence into stigma and competition, ignores the context and seriousness of different errors, and gives students no clear route to improve their constitutional reasoning. Responsible technology integration protects learner data and keeps feedback actionable.
Q4Match each barrier in a digital lesson on federalism with the most directly responsive design provision. 1. Intermittent internet connectivity 2. Difficulty hearing spoken explanation 3. Difficulty producing a handwritten response p. Downloadable low-bandwidth text with essential visuals q. Accurate captions and a transcript r. A choice between keyboard entry and recorded oral response
Inclusive technology design begins by identifying the actual barrier rather than assigning one tool to every learner. Downloadable low-bandwidth text supports continuity when connectivity is unreliable; captions and transcripts provide access to spoken explanation; and flexible response modes reduce a handwriting barrier without lowering the conceptual demand of explaining federalism.
Q5A Political Science teacher wants students to evaluate conflicting online claims about the constitutional position of the Governor. Which digital-learning design best aligns the technology with this objective?
The objective is not merely to find information but to judge political and constitutional claims. Comparing each claim with primary legal materials, checking who produced it and when, and explaining the weight of evidence directly assesses source literacy. Search rank, repetition and visual appeal are useful interface signals at most; none establishes authority, independence or accuracy.
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