This practice test contains 60 original multiple-choice questions on writing learning objectives: the ABCD model, SMART objectives, general versus specific (behavioural) objectives, and the common faults in objective writing such as vague verbs, teacher-activity phrasing and missing conditions, in the style of Pakistani teacher recruitment tests. Each question has one correct answer. Click Show Answer to check your answer and read a short explanation.
The ABCD Model
Q1. In the ABCD model of writing learning objectives, the letter A stands for:
- (A) Activity, the task the teacher will set
- (B) Assessment, the test the teacher will give
- (C) Aim, the general purpose of the lesson
- (D) Audience, the learners who will perform the behaviour
Show Answer
Answer: D – Audience identifies who the objective is for, usually the pupils, before any behaviour is described.
Q2. In the ABCD model, the letter B stands for:
- (A) Belief, the value the teacher holds about learning
- (B) Book, the textbook chapter to be covered
- (C) Behaviour, the observable performance expected of the learner
- (D) Background, the previous knowledge of the class
Show Answer
Answer: C – Behaviour is the observable action the learner will carry out, stated with a clear action verb.
Q3. In the ABCD model, the letter C stands for:
- (A) Condition, the circumstances or aids under which the behaviour is performed
- (B) Content, the list of topics in the syllabus
- (C) Class, the room in which the lesson is taught
- (D) Correction, the feedback the teacher will give
Show Answer
Answer: A – Condition states the situation, materials or support given, such as ‘using a map’ or ‘without notes’.
Q4. In the ABCD model, the letter D stands for:
- (A) Duration, the length of the whole school day
- (B) Degree, the standard or level of acceptable performance
- (C) Difficulty, the hardness of the textbook chapter
- (D) Display, the chart the teacher will hang on the wall
Show Answer
Answer: B – Degree sets the criterion for success, such as accuracy, speed or a minimum number correct.
Q5. Which of the following objectives contains all four ABCD elements?
- (A) Given a map of Pakistan, pupils will label at least eight provinces and territories correctly
- (B) Pupils will learn about Pakistan
- (C) The teacher will explain the map of Pakistan
- (D) Pupils will study the provinces of Pakistan
Show Answer
Answer: A – The first option names the audience (pupils), behaviour (label), condition (given a map) and degree (at least eight correctly).
Q6. In the objective ‘Without using notes, pupils will list five causes of the seasons’, the condition is:
- (A) Pupils, the learners who must perform the behaviour in the lesson
- (B) Without using notes
- (C) List, the action verb that names the behaviour to be performed
- (D) Five causes, the content that pupils must recall for the test
Show Answer
Answer: B – Without using notes describes the circumstances under which the listing must be done, so it is the condition.
Q7. In the objective ‘Pupils will solve ten addition problems with at least 80 percent accuracy’, the degree is:
- (A) Pupils, the learners who must perform the behaviour in the lesson
- (B) Solve, the action verb that names the behaviour to be performed
- (C) Ten addition problems, the content on which pupils will be tested
- (D) At least 80 percent accuracy
Show Answer
Answer: D – At least 80 percent accuracy is the standard of acceptable performance, which is the degree.
Q8. In the objective ‘After the demonstration, pupils will name three laboratory safety rules’, the audience is:
- (A) After the demonstration
- (B) Name
- (C) Pupils
- (D) Three laboratory safety rules
Show Answer
Answer: C – Pupils are the learners who must perform, so they are the audience in the ABCD model.
Q9. Which of the following is the behaviour in the objective ‘Pupils will draw a labelled diagram of the heart’?
- (A) Pupils
- (B) Labelled diagram
- (C) Draw
- (D) Of the heart
Show Answer
Answer: C – Draw is the observable action the learner must perform, so it is the behaviour.
Q10. A well-written behavioural objective always describes:
- (A) What the teacher will do during the lesson
- (B) What the learner will do, in observable terms
- (C) What the textbook contains on the topic
- (D) What the school expects from parents
Show Answer
Answer: B – Behavioural objectives focus on learner performance that can be seen and judged, not on teacher activity.
Q11. Which of the following verbs is suitable for a behavioural objective because it is observable?
- (A) State
- (B) Understand
- (C) Know
- (D) Appreciate
Show Answer
Answer: A – State produces something observable, a spoken or written statement, while understand, know and appreciate cannot be seen directly.
Q12. Which of the following verbs is suitable for a behavioural objective because it is measurable?
- (A) Realise
- (B) Grasp
- (C) Comprehend
- (D) Calculate
Show Answer
Answer: D – Calculate yields a checkable result, while realise, grasp and comprehend describe internal states that cannot be directly observed.
Q13. A SMART learning objective is one that is:
- (A) Simple, memorable, artistic, regular and theoretical
- (B) Specific, measurable, achievable, relevant and time-bound
- (C) Short, modern, active, rapid and traditional
- (D) Serious, moral, academic, reflective and technical
Show Answer
Answer: B – SMART is the familiar checklist: specific, measurable, achievable, relevant and time-bound.
Q14. In SMART objectives, the letter S stands for:
- (A) Simple, meaning easy for pupils to read and understand at a glance
- (B) Serious, meaning solemn and important in tone for the class
- (C) Specific
- (D) Social, meaning concerned with the wider community and society
Show Answer
Answer: C – Specific means the objective states exactly what is to be learned, without vague generalities.
Q15. In SMART objectives, the letter M stands for:
- (A) Memorable, meaning easy for pupils to recall in later lessons
- (B) Moral, meaning concerned with right and wrong conduct
- (C) Modern, meaning up to date with current teaching methods
- (D) Measurable
Show Answer
Answer: D – Measurable means success can be judged by evidence, such as a number correct or an observed performance.
Q16. In SMART objectives, the letter A stands for:
- (A) Achievable
- (B) Artistic, meaning creative and concerned with beauty and design
- (C) Active, meaning involving movement and participation in class
- (D) Abstract, meaning theoretical rather than concrete and practical
Show Answer
Answer: A – Achievable means the objective is within the learners’ reach in the time and with the resources available.
Q17. In SMART objectives, the letter R stands for:
- (A) Rapid
- (B) Regular
- (C) Reflective
- (D) Relevant
Show Answer
Answer: D – Relevant means the objective matters for the learners’ course, needs and level.
Q18. In SMART objectives, the letter T stands for:
- (A) Time-bound
- (B) Theoretical
- (C) Traditional
- (D) Technical
Show Answer
Answer: A – Time-bound means a deadline or time frame is set, such as ‘by the end of the lesson’.
SMART Objectives and General Versus Specific Objectives
Q19. Which of the following objectives is time-bound?
- (A) Pupils will learn spelling one day
- (B) By the end of the lesson, pupils will spell ten new words correctly
- (C) Pupils will enjoy spelling lessons
- (D) The teacher will teach spelling well
Show Answer
Answer: B – By the end of the lesson sets a clear time frame, while the other options set no deadline.
Q20. A general objective is best described as:
- (A) A statement that names an exact behaviour, condition and standard
- (B) A statement of what the teacher will do in one period
- (C) A broad statement of intent for a course or unit, without a precise performance or standard
- (D) A list of textbook pages to be covered
Show Answer
Answer: C – General objectives give direction for a whole course or unit, while specific objectives pin down exact performance.
Q21. A specific (behavioural) objective differs from a general objective mainly because it:
- (A) States an observable behaviour and a standard by which it can be judged
- (B) Covers a much larger amount of content
- (C) Describes only the teacher’s activities
- (D) Avoids mentioning any behaviour at all
Show Answer
Answer: A – Specific objectives are testable because they name what the learner will do and how well.
Q22. Which of the following is a general objective?
- (A) Given a diagram, pupils will label the stages of the water cycle correctly
- (B) Pupils will draw and label the water cycle in five minutes
- (C) Pupils will list four stages of the water cycle without notes
- (D) Pupils will develop an understanding of the water cycle
Show Answer
Answer: D – Develop an understanding is broad and unmeasured, while the other options name an observable performance and a standard.
Q23. Which of the following is a specific objective?
- (A) Pupils will appreciate good grammar
- (B) Pupils will develop language skills
- (C) Pupils will write five sentences using the past tense, with no more than one error
- (D) Pupils will know the past tense well
Show Answer
Answer: C – Writing five sentences with an error limit is observable and measurable, while appreciate, develop and know are vague.
Q24. An instructional objective is written at the level of a single lesson when it:
- (A) Describes the aims of the whole school year
- (B) Describes what pupils will be able to do by the end of that lesson
- (C) Describes the philosophy of the education system
- (D) Describes the duties of the head teacher
Show Answer
Answer: B – Lesson objectives are short-term and specific, while yearly aims and system philosophy are broader levels.
Q25. Which sequence correctly orders objectives from broadest to most specific?
- (A) Specific objective, general objective, aim
- (B) Aim, general objective, specific (behavioural) objective
- (C) General objective, aim, specific objective
- (D) Aim, specific objective, general objective
Show Answer
Answer: B – An aim is the broadest intent, a general objective narrows it for a unit, and a specific objective pins it to one performance.
Q26. A teacher writes: ‘Pupils will understand photosynthesis.’ The main fault in this objective is that:
- (A) Photosynthesis is too difficult a topic for pupils
- (B) The objective mentions pupils instead of the teacher
- (C) The objective is too short to be useful
- (D) Understand is vague and cannot be directly observed or measured
Show Answer
Answer: D – Understand describes an internal state, so the teacher cannot tell from it what pupils will actually do to show understanding.
Q27. Which of the following objectives suffers from the same fault as ‘Pupils will know fractions’?
- (A) Pupils will add two fractions with the same denominator
- (B) Pupils will shade half of a given shape correctly
- (C) Pupils will learn about decimals
- (D) Pupils will solve five fraction problems in ten minutes
Show Answer
Answer: C – Learn about decimals is just as vague as know fractions, while the other options name observable performances.
Q28. Which of the following verbs should be avoided in a behavioural objective because it is vague?
- (A) Appreciate
- (B) List, the action of writing or naming items in order
- (C) Draw, the action of making a picture or diagram by hand
- (D) Measure, the action of finding a size or quantity accurately
Show Answer
Answer: A – Appreciate cannot be observed directly, while list, draw and measure all produce checkable evidence.
Q29. Which of the following verbs should be avoided in a behavioural objective because it is not observable?
- (A) Identify
- (B) Construct
- (C) Comprehend
- (D) Demonstrate
Show Answer
Answer: C – Comprehend is an internal process, while identify, construct and demonstrate can be seen or checked.
Q30. The objective ‘The teacher will explain the causes of the First World War’ is faulty mainly because it:
- (A) Describes teacher activity instead of learner performance
- (B) Mentions the First World War at all
- (C) Is written in the future tense, during the teaching of the unit
- (D) Names a historical topic for the lesson, in the teacher’s lesson plan
Show Answer
Answer: A – Objectives must state what learners will do, not what the teacher will do, however good the explanation may be.
Q31. Which of the following objectives is written as teacher activity rather than learner performance?
- (A) Pupils will solve five fraction problems correctly
- (B) The teacher will present a lesson on fractions
- (C) Pupils will compare two fractions using a diagram
- (D) Pupils will shade three quarters of a shape
Show Answer
Answer: B – Present a lesson describes the teacher’s act, while the other options describe what pupils will do.
Q32. An objective that states no condition, such as ‘Pupils will label a map’, is weak because:
- (A) It mentions pupils instead of the teacher
- (B) It is too specific about the behaviour, in the context of the topic being taught
- (C) It sets too high a standard for pupils, when the lesson is delivered in class
- (D) It does not say whether pupils may use an atlas, notes or memory alone
Show Answer
Answer: D – Without a condition, the teacher cannot tell what help is allowed, so the same performance could be easy or hard.
Q33. An objective that states no degree, such as ‘Pupils will answer questions on the lesson’, is weak because:
- (A) It uses the verb ‘answer’ instead of a more specific verb such as ‘list’
- (B) It does not say whether pupils work alone or in pairs
- (C) It is written for the whole class rather than for individual pupils
- (D) It sets no standard for how many answers must be correct or how well
Show Answer
Answer: D – Without a degree, any number of correct answers would count as success, so the objective cannot be judged.
Q34. Which of the following is the best-corrected version of ‘Pupils will know the provinces’?
- (A) Pupils will learn about the provinces, in the lesson as planned, for the class as a whole
- (B) Pupils will name the four provinces of Pakistan from memory, without error
- (C) The teacher will teach the provinces well, during the teaching of the unit
- (D) Pupils will appreciate the provinces of Pakistan, in the teacher’s lesson plan
Show Answer
Answer: B – Naming the four provinces from memory without error is observable and sets a standard, while the others stay vague or teacher-centred.
Q35. Which of the following is the best-corrected version of ‘Pupils will understand grammar’?
- (A) Pupils will write six correct sentences using the present tense
- (B) Pupils will learn grammar rules
- (C) Pupils will know grammar better, in the context of the topic being taught
- (D) The teacher will explain grammar clearly, when the lesson is delivered in class
Show Answer
Answer: A – Writing six correct sentences shows understanding in observable form, while the other options repeat the original vagueness.
Q36. A good behavioural objective should use a verb that is:
- (A) General and abstract, so it covers many topics at once, as part of the planned learning for the term
- (B) Focused on the teacher’s preparation for the lesson, for the pupils taking part in the lesson
- (C) Observable and measurable, so success can be judged from evidence
- (D) Chosen to sound impressive to visitors
Show Answer
Answer: C – Observable verbs let the teacher collect evidence, which is the whole point of writing objectives behaviourally.
Common Faults in Objective Writing
Q37. Which of the following objectives is best written?
- (A) Pupils will understand measurement, in the lesson as planned, for the class as a whole
- (B) Using a ruler, pupils will draw a line segment of exactly 6 cm
- (C) The teacher will demonstrate measurement, during the teaching of the unit
- (D) Pupils will learn about lines and rulers
Show Answer
Answer: B – The second option gives audience, behaviour, condition and an exact standard, while the others are vague or teacher-centred.
Q38. Which of the following objectives also meets the ABCD and SMART checks best?
- (A) Pupils will know multiplication tables, in the context of the topic being taught
- (B) Pupils will enjoy multiplication lessons, when the lesson is delivered in class, as part of the planned learning for the term
- (C) The teacher will teach multiples clearly, for the pupils taking part in the lesson, in ordinary classroom practice
- (D) By the end of the lesson, pupils will recite the first five multiples of 7 without error
Show Answer
Answer: D – Reciting five multiples without error by the end of the lesson is specific, measurable and time-bound.
Q39. Which of the following objectives gives the clearest and most checkable performance?
- (A) Given ten words, pupils will use at least eight correctly in sentences
- (B) Pupils will improve their vocabulary, in the lesson as planned, for the class as a whole
- (C) Pupils will learn new words, during the teaching of the unit, in the teacher’s lesson plan
- (D) The teacher will introduce new words, as part of normal classroom work
Show Answer
Answer: A – Using at least eight of ten words correctly is a clear, countable performance, while the others are vague.
Q40. An objective written as ‘Pupils will develop a love for poetry’ is best classified as:
- (A) A precise psychomotor objective
- (B) A fully measurable cognitive objective, when the lesson is delivered in class
- (C) A general, affective aim rather than a specific behavioural objective
- (D) An ABCD objective with all four elements, as part of the planned learning for the term
Show Answer
Answer: C – Developing a love is broad and affective, so it can guide a unit but cannot be judged as one lesson performance.
Q41. When a teacher breaks a general aim into lesson objectives, the lesson objectives should:
- (A) Repeat the aim word for word in every lesson, for the pupils taking part in the lesson
- (B) Describe only what the teacher will say
- (C) Together cover the aim, with each one observable and assessable
- (D) Avoid any mention of assessment, in the lesson as planned, for the class as a whole
Show Answer
Answer: C – Lesson objectives unpack an aim into checkable steps, so that progress toward the aim can actually be seen.
Q42. Which of the following faults is present in ‘Pupils will be taught fractions’?
- (A) It is written in the passive voice as something done to pupils, not as learner performance
- (B) It names fractions as the topic, in the teacher’s lesson plan
- (C) It is too short to be an objective, as part of normal classroom work, in the context of the topic being taught
- (D) It sets a standard that is too high, when the lesson is delivered in class, as part of the planned learning for the term
Show Answer
Answer: A – Be taught describes what happens to pupils, not what pupils will do, so it cannot be observed as learner performance.
Q43. Which of the following faults is present in ‘Pupils will study Chapter 5’?
- (A) It names a chapter of the textbook, for the pupils taking part in the lesson
- (B) It is written for the wrong class
- (C) It mentions pupils by name, in the lesson as planned, for the class as a whole
- (D) It names content coverage, not a learner performance or standard
Show Answer
Answer: D – Studying a chapter is an activity, not an outcome, so the teacher cannot tell what pupils will be able to do afterwards.
Q44. A teacher wants an objective for a lesson on the water cycle. Which version is most suitable as a specific objective?
- (A) Pupils will understand the water cycle, in the teacher’s lesson plan
- (B) Pupils will sequence the four stages of the water cycle correctly on a worksheet
- (C) The teacher will explain the water cycle, as part of normal classroom work, in the context of the topic being taught
- (D) Pupils will read about the water cycle, when the lesson is delivered in class, as part of the planned learning for the term
Show Answer
Answer: B – Sequencing four stages correctly is observable and standard-based, while the others are vague, teacher-centred or activity-only.
Q45. A teacher wants an objective for a lesson on road safety. Which version is most suitable?
- (A) Pupils will learn road safety, for the pupils taking part in the lesson, in ordinary classroom practice
- (B) The teacher will discuss road safety, for the class as a whole
- (C) Pupils will be aware of road safety, during the teaching of the unit, in the teacher’s lesson plan
- (D) Pupils will state three road safety rules for crossing a road, without prompting
Show Answer
Answer: D – Stating three rules without prompting is observable and measurable, while the other versions are vague or teacher-centred.
Q46. Which of the following objectives includes a condition but no degree?
- (A) Pupils will solve eight percentage problems with at least 90 percent accuracy
- (B) With the help of a calculator, pupils will solve problems on percentages
- (C) Given a calculator, pupils will solve eight percentage problems correctly
- (D) Pupils will solve percentage problems quickly
Show Answer
Answer: B – With the help of a calculator is a condition, but no accuracy or number standard is set, so the degree is missing.
Q47. Which of the following objectives includes a degree but no condition?
- (A) Using a word list, pupils will spell ten words correctly
- (B) From memory, pupils will spell ten words with one error allowed
- (C) Pupils will spell ten words with no more than one error
- (D) With a dictionary, pupils will spell words correctly
Show Answer
Answer: C – No more than one error is a degree, but nothing says whether a word list, dictionary or memory alone is allowed.
Q48. In the ABCD model, which element is most often left out by beginning teachers?
- (A) Degree, because they state the behaviour but forget the standard for success
- (B) Audience, because they forget who the pupils are
- (C) Behaviour, because they forget to name an action, in the context of the topic being taught
- (D) Content, because they forget the textbook chapter, when the lesson is delivered in class
Show Answer
Answer: A – Beginning teachers often write what pupils will do but omit how well it must be done, leaving the degree unstated.
Writing and Fixing Objectives in Practice
Q49. Why should objectives be written before a lesson is planned, rather than after it?
- (A) So that teaching activities and assessment can both be chosen to match the intended learning
- (B) So that the lesson plan looks longer on paper, as part of the planned learning for the term, for the pupils taking part in the lesson
- (C) So that pupils can copy the objectives into their notebooks, in ordinary classroom practice, in the lesson as planned
- (D) So that the teacher can avoid writing a test, during the teaching of the unit
Show Answer
Answer: A – Objectives written first act as a target: activities teach toward them and assessment checks them.
Q50. A lesson objective and its test item match when:
- (A) The test covers a different topic from the lesson, in the teacher’s lesson plan
- (B) The test is longer than the lesson itself
- (C) The test asks pupils to perform the same behaviour stated in the objective
- (D) The test is given a week after the lesson, in the context of the topic being taught
Show Answer
Answer: C – Alignment means the assessment samples the very performance the objective promised, not something else.
Q51. Which of the following objectives would be hardest to assess in a single lesson?
- (A) Pupils will list three causes of air pollution
- (B) Pupils will develop good character
- (C) Pupils will draw a bar chart from given data
- (D) Pupils will solve two problems on speed
Show Answer
Answer: B – Developing good character is a long-term aim, while listing, drawing and solving are single-lesson performances.
Q52. A teacher writes three objectives for one lesson, all using the verb ‘understand’. The best advice is to:
- (A) Keep ‘understand’ because it is the most academic verb, when the lesson is delivered in class, as part of the planned learning for the term
- (B) Delete all three objectives from the plan, for the pupils taking part in the lesson
- (C) Change the topic of the lesson entirely, in the lesson as planned, for the class as a whole, during the teaching of the unit
- (D) Replace each ‘understand’ with the observable performance that will show it, such as explain, list or solve
Show Answer
Answer: D – Replacing a vague verb with observable performances turns an untestable aim into objectives that can be taught and checked.
Q53. Which of the following is a correctly written affective behavioural objective?
- (A) Pupils will feel good about tidiness, in the teacher’s lesson plan, as part of normal classroom work
- (B) The teacher will praise tidy pupils
- (C) Pupils will volunteer to help tidy the classroom after the activity
- (D) Pupils will know the value of tidiness, when the lesson is delivered in class
Show Answer
Answer: C – Volunteering to help is an observable affective behaviour, while feel good and know are internal and praise describes the teacher.
Q54. Which of the following is a correctly written psychomotor behavioural objective?
- (A) Pupils will appreciate neat cutting, as part of the planned learning for the term, for the pupils taking part in the lesson
- (B) The teacher will show pupils how to cut, in ordinary classroom practice, in the lesson as planned
- (C) Pupils will understand cutting skills, during the teaching of the unit
- (D) Pupils will cut along a straight line with scissors, keeping within 2 mm of the line
Show Answer
Answer: D – Cutting within 2 mm of the line is an observable motor performance with a standard, while the others are vague or teacher-centred.
Q55. A well-written objective should be judged by whether:
- (A) It uses difficult academic vocabulary, in the teacher’s lesson plan
- (B) An observer could tell, from evidence, whether pupils achieved it
- (C) It is long enough to fill a page, as part of normal classroom work
- (D) It impresses the head teacher, in the context of the topic being taught
Show Answer
Answer: B – The test of a good objective is practical: could someone else see from evidence whether it was met?
Q56. Which statement about general and specific objectives is correct?
- (A) General objectives guide a unit, while specific objectives make learning checkable lesson by lesson
- (B) General objectives are useless and should never be written, when the lesson is delivered in class, as part of the planned learning for the term
- (C) Specific objectives are only for examinations, not for lessons, for the pupils taking part in the lesson
- (D) General and specific objectives must never be used together, in ordinary classroom practice, in the lesson as planned
Show Answer
Answer: A – Both levels have a role: general objectives give direction, and specific objectives turn that direction into checkable learning.
Q57. A teacher who writes objectives only as ‘Pupils will learn…’ for every lesson will find it difficult to:
- (A) Choose a topic for the lesson, for the class as a whole, during the teaching of the unit
- (B) Decide what evidence will show that learning has happened
- (C) Find the classroom for the lesson, in the teacher’s lesson plan
- (D) Write the date on the board, as part of normal classroom work
Show Answer
Answer: B – Learn is vague, so it gives no clue about what evidence counts as success, which makes assessment and planning difficult.
Q58. Which of the following best summarises the ABCD model?
- (A) State who will learn, what they will do, under what conditions, and how well they must do it
- (B) State the topic, the textbook, the teacher and the timetable, in the context of the topic being taught
- (C) State the aim, the activity, the homework and the test date, when the lesson is delivered in class
- (D) State the class, the chapter, the chart and the chalk, as part of the planned learning for the term
Show Answer
Answer: A – ABCD is audience, behaviour, condition and degree, four elements that together make an objective complete and checkable.
Q59. Which of the following best summarises a SMART objective?
- (A) It is short and memorable, and is written in the teacher’s own words
- (B) It is set for the whole class, and is checked only at the end of term
- (C) It is clear about what is to be achieved, can be measured, is realistic, matters to learners, and has a deadline
- (D) It is challenging for the best pupils, and is the same for every subject
Show Answer
Answer: C – SMART packs five quality checks into one word: specific, measurable, achievable, relevant and time-bound.
Q60. A common fault in objective writing is using two behaviours in one objective, such as ‘Pupils will define and evaluate democracy’. The problem is that:
- (A) Defining is too easy a behaviour for pupils, when the lesson is delivered in class, as part of the planned learning for the term
- (B) Evaluating is too hard a behaviour for pupils, for the pupils taking part in the lesson, in ordinary classroom practice
- (C) Democracy is too broad a topic for one lesson, in the lesson as planned, for the class as a whole, during the teaching of the unit
- (D) One objective then needs two different kinds of evidence, so it is better split into two objectives
Show Answer
Answer: D – An objective with two behaviours is hard to judge as met or not met, since a pupil may achieve one but not the other.
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