Q1. A school adopts a new curriculum guide on paper but teachers continue teaching exactly as before. This gap between the planned and the taught curriculum illustrates:

• (A) A successful fidelity outcome
• (B) A pilot test that has not yet started
• (C) A summative evaluation finding
• (D) The implementation gap between intended and enacted curriculum

Q2. The Concerns-Based Adoption Model (CBAM) focuses implementation support mainly on:

• (A) Teachers’ knowledge of the subject content in the new curriculum
• (B) The amount of time teachers spend planning lessons each week
• (C) Teachers’ evolving concerns and their actual levels of use of the innovation
• (D) Teachers’ attitudes towards national examination results

Q3. Implementation fidelity is best judged by looking at:

• (A) Adherence to the core elements alone
• (B) Adherence to core elements, amount delivered, and quality of delivery together
• (C) The amount of the programme delivered alone
• (D) Teachers’ satisfaction with the new guide

Q4. Chin and Benne’s empirical-rational strategy of change assumes that people will adopt an innovation when:

• (A) They are shown by evidence and reason that it is beneficial and in their interest
• (B) They are ordered to do so by a superior
• (C) Their values and relationships are reshaped in group work
• (D) They receive a salary increase regardless of the change

Q5. Chin and Benne’s normative-re-educative strategy assumes that change happens mainly through:

• (A) Legal compulsion and sanctions alone
• (B) Shifts in attitudes, values and relationships among those involved
• (C) Presenting research findings without discussion
• (D) Replacing all staff with new recruits

Q6. Chin and Benne’s power-coercive strategy relies mainly on:

• (A) Rational argument alone
• (B) Voluntary discussion among equals alone
• (C) Authority, rewards and sanctions to secure compliance
• (D) Teacher experimentation without any direction

Q7. A collaborative implementation approach in which developers and teachers jointly plan, try out and refine a curriculum is most likely to produce:

• (A) Faster completion of the curriculum in every classroom
• (B) Higher examination scores in the first term of implementation
• (C) A single set of lesson plans used unchanged in every school
• (D) Shared understanding and practical adaptation to local classrooms

Q8. Which factor is most likely to widen the gap between an intended curriculum and the curriculum actually taught?

• (A) Lack of training, materials and time for teachers to use the new approach
• (B) Differences in how teachers interpret the new guide
• (C) Pressure from examination preparation during the school year
• (D) Changes in school leadership during the reform

Q9. In implementation planning, infrastructure for change includes:

• (A) Timetables, materials, training and support systems that let the change run
• (B) The school’s policies on pupil discipline and attendance
• (C) The examination timetable for the current school year
• (D) The list of textbooks approved for each subject

Q10. A district introduces a reform first in ten schools, learns from them, and then extends it gradually. This is best described as:

• (A) An immediate nationwide mandate with no trial
• (B) A phased implementation strategy
• (C) A decision to abandon the reform
• (D) A purely symbolic adoption

Q11. From an enactment perspective, a teacher is best seen as:

• (A) A passive transmitter who adds nothing to the planned curriculum
• (B) An examiner who only marks final tests
• (C) A curriculum maker who interprets and shapes the curriculum in her classroom
• (D) A clerk who only records attendance

Q12. A headteacher who shields teachers from unnecessary extra duties during a major curriculum change is helping implementation by:

• (A) Communicating the vision behind the reform to all staff
• (B) Providing training in the new teaching methods
• (C) Observing lessons and giving feedback on the new approaches
• (D) Protecting time and focus for the new work

Q13. Mentoring a newly appointed teacher through the first term of a new curriculum mainly helps that teacher to:

• (A) Understand the school’s policies on discipline and attendance
• (B) Prepare pupils for the end-of-term examinations
• (C) Take on responsibility for a subject department
• (D) Build confidence and practical skill in using the new approaches

Q14. Teacher reflection during implementation is valuable because it helps teachers to:

• (A) Share successful lesson ideas with colleagues
• (B) Notice what is working, what is not, and how to adjust their teaching
• (C) Record pupil progress for end-of-term reports
• (D) Plan the next unit in the scheme of work

Q15. When a headteacher clearly communicates the vision and purpose behind a curriculum change, teachers are more likely to:

• (A) Understand why the change matters and commit to trying it
• (B) Follow the guide mechanically without understanding its purpose
• (C) Ask for more resources before trying anything new
• (D) Comply only in lessons they know will be observed

Q16. Distributed leadership in curriculum implementation means that:

• (A) Only the headteacher makes every decision alone
• (B) No one is responsible for the change
• (C) Leadership for the change is shared among headteacher, coordinators and teachers
• (D) External examiners lead all school decisions

Q17. A teacher who reports back that a new unit takes twice as long as planned is acting as:

• (A) A person who has decided to reject the new curriculum
• (B) A teacher requesting a change to the school timetable
• (C) A source of implementation feedback for developers and leaders
• (D) A teacher choosing textbooks for the next school year

Q18. A headteacher’s decision to fund new textbooks and laboratory materials for a revised science curriculum affects implementation by:

• (A) Showing teachers that the reform is a priority for the school
• (B) Providing the resources without which the intended teaching cannot happen
• (C) Helping teachers plan lessons around the new materials
• (D) Making it easier for pupils to access reference books at home

Q19. A subject coordinator supporting implementation would most usefully:

• (A) Organise joint planning, share good examples and observe lessons supportively
• (B) Deciding which teachers are promoted to senior posts
• (C) Writing the subject syllabus for the whole country
• (D) Carrying out formal inspections and reporting schools to the district office

Q20. Balancing fidelity with adaptation means that a teacher should:

• (A) Change the objectives whenever convenient
• (B) Follow the guide word for word even if pupils cannot follow it
• (C) Ignore the guide completely and teach any topic
• (D) Preserve the core objectives while adapting examples and methods to her pupils

Q21. A teacher resists a reform because it reduces her freedom to choose her own topics. This resistance is best explained by:

• (A) Concern about the time needed to prepare new lessons
• (B) Disagreement with the content of the new topics
• (C) Perceived loss of autonomy and professional control
• (D) Worry about being observed while teaching the new units

Q22. Cynicism after several failed reforms can cause resistance because teachers:

• (A) Believe the new reform is more demanding than previous ones
• (B) Doubt that the new change will be supported or sustained
• (C) Worry that training for the reform will take too much time
• (D) Are disappointed with examination results under previous reforms

Q23. Sharing early success stories from pilot schools is a useful way to manage resistance because it:

• (A) Gives teachers examples of how the new approach looks in practice
• (B) Helps leaders identify schools where the reform is progressing well
• (C) Encourages pilot teachers to share their lesson materials with others
• (D) Shows doubters that the change can work in real classrooms like theirs

Q24. When resistance comes from teachers feeling unprepared, the most direct management response is:

• (A) Practical training and ongoing coaching in the new approaches
• (B) Clear communication of the reform’s purpose and evidence
• (C) Involving teachers in decisions about timing and implementation
• (D) Providing ready-made materials and phased rollout

Q25. Recognition and small incentives for teachers who implement a reform well can reduce resistance by:

• (A) Giving teachers more choice over which units to teach first
• (B) Providing additional training for teachers who struggle with the reform
• (C) Sharing examples of good practice from implementing schools
• (D) Rewarding effort and signalling that the change is valued

Q26. Negotiation as a way of managing resistance involves:

• (A) Offering training and materials to teachers who adopt the reform
• (B) Sharing early success stories from pilot schools
• (C) Discussing concerns and reaching agreements that address legitimate interests
• (D) Giving teachers time to try the reform before judging it

Q27. Using coercion to overcome resistance carries a particular risk that:

• (A) Open confrontation and formal grievances from staff
• (B) Compliance may be superficial and resentment may grow
• (C) A lasting loss of trust in school leadership
• (D) Compliance that lasts only while monitoring continues

Q28. Resistance to change can be useful to curriculum leaders because it may:

• (A) Reveal genuine flaws, risks or unmet needs in the proposed change
• (B) Show leaders which teachers need more training
• (C) Help leaders judge whether the reform timetable is realistic
• (D) Identify schools where implementation support is weakest

Q29. Stakeholder mapping during a change helps leaders to:

• (A) List the schools that have already adopted the reform
• (B) Identify teachers who need training in the new approaches
• (C) Record the views of parents about the proposed change
• (D) Identify who is affected, who influences others, and whose support is needed

Q30. A change agent in curriculum implementation is someone who:

• (A) Coordinates training and materials for schools adopting the reform
• (B) Monitors how faithfully schools are using the new curriculum
• (C) Helps a school adopt and sustain an innovation through support and persuasion
• (D) Reports implementation progress to the education authority

Q31. Before a pilot begins, success criteria should be set in advance so that:

• (A) Teachers know what evidence will be collected during the pilot
• (B) Judgements about the pilot are based on agreed standards, not impressions after the event
• (C) Decision-makers can compare pilot schools with each other fairly
• (D) Pilot results can be reported clearly to the education authority

Q32. Pilot teachers should normally receive training before the trial because:

• (A) They need to understand the new approaches well enough to try them fairly
• (B) They gain confidence in teaching the new activities
• (C) They learn how pupil progress will be assessed during the pilot
• (D) They share planning ideas with other pilot teachers

Q33. Dissemination through professional networks works mainly because:

• (A) Teachers adopt new ideas mainly because they are required by official circulars
• (B) Teachers adopt new ideas mainly because they appear in new textbooks
• (C) Teachers adopt new ideas mainly because of training workshops run by outside experts
• (D) Teachers trust ideas shared by respected colleagues in their own networks

Q34. Useful dissemination materials for a new curriculum would normally include:

• (A) A teacher guide, worked examples and sample lesson plans
• (B) A summary of the curriculum aims and the topics to be covered
• (C) Sample assessment tasks and marking guidance for the new units
• (D) A timetable showing when each unit should be taught

Q35. In Rogers’ diffusion of innovations, the stages of adoption are often described as:

• (A) Adoption, awareness, trial and rejection only
• (B) Awareness, interest, trial and adoption
• (C) Interest, salary, promotion and retirement
• (D) Trial, punishment, reward and dismissal

Q36. Early adopters are important in dissemination because they:

• (A) Adopt an innovation only after most colleagues have done so
• (B) Need strong evidence before they will try an innovation
• (C) Try an innovation first and influence colleagues by their example
• (D) Lead formal training sessions for the whole district

Q37. Dissemination to parents and the wider community matters because:

• (A) Their understanding and support affect whether a reform can succeed in schools
• (B) Parents can help pupils with homework under the new curriculum
• (C) Community leaders can provide resources for school activities
• (D) Parents need to know when new textbooks will be issued

Q38. During scale-up after a pilot, monitoring implementation fidelity helps leaders to:

• (A) Identify which schools are making the fastest progress
• (B) Gather evidence for the final evaluation of the programme
• (C) Compare examination results between pilot and non-pilot schools
• (D) Check whether the curriculum is being used as intended and where support is needed

Q39. If a pilot reveals serious problems, the most responsible response is to:

• (A) Extend the pilot to more schools to gather further evidence
• (B) Delay national rollout until more funding is available
• (C) Revise the curriculum and, if needed, re-pilot the revised version
• (D) Ask pilot teachers to adapt the curriculum locally while rollout proceeds

Q40. Cost-effectiveness evidence from a pilot helps decision-makers to judge:

• (A) Whether the pilot schools spent their budgets as planned
• (B) Whether the learning gains justify the resources the curriculum requires
• (C) Whether teachers found the new materials easy to use
• (D) Whether pupils enjoyed the new curriculum activities

Q41. Tyler’s principle of continuity in organising learning experiences means that:

• (A) Each topic is taught once and never revisited
• (B) Important skills and ideas are revisited repeatedly over time
• (C) Topics are arranged in order of difficulty only
• (D) Learning experiences are chosen at random

Q42. Tyler’s principle of sequence means that learning experiences are arranged so that:

• (A) All topics are taught at the same level of difficulty
• (B) Experiences are chosen without any order
• (C) Later experiences build on earlier ones in increasing depth and breadth
• (D) Only the easiest topics are ever taught

Q43. Tyler’s principle of integration means that learning experiences are arranged so that:

• (A) Pupils revisit the same topic several times during the year
• (B) Pupils learn topics in order of increasing difficulty
• (C) Pupils complete all topics in a subject before moving to the next
• (D) Pupils see connections across topics and can use learning in different contexts

Q44. In Stake’s countenance model, the descriptive matrix records:

• (A) What was intended and what was actually observed in antecedents, transactions and outcomes
• (B) Intended and observed outcomes only
• (C) Standards for antecedents, transactions and outcomes
• (D) Observed transactions and outcomes only

Q45. In Stake’s model, the judgement matrix records:

• (A) Intended and observed antecedents, transactions and outcomes
• (B) Comparisons between intended and observed outcomes only
• (C) Evidence about costs and resources used by the programme
• (D) Standards and judgements about the programme’s merit and worth

Q46. Which of the following is an antecedent in Stake’s model?

• (A) Pupils’ prior knowledge and class size before a programme begins
• (B) A classroom discussion during a lesson
• (C) Pupils’ final test scores after the programme
• (D) A teacher’s reflection after the programme ends

Q47. Which of the following is a transaction in Stake’s model?

• (A) The school budget set before the term
• (B) Teacher questioning and pupil group work during lessons
• (C) Final examination results
• (D) Pupils’ attitudes measured a year later

Q48. Which of the following is an outcome in Stake’s model?

• (A) The timetable drawn up before teaching
• (B) A discussion held during a lesson
• (C) Pupils’ achievement and attitudes after completing a unit
• (D) The textbooks delivered before the term

Q49. A CIPP context evaluation would most usefully begin with:

• (A) A final test of pupil achievement
• (B) Observation of lessons during delivery
• (C) A count of textbooks already in stock
• (D) A needs assessment using surveys, data and consultation with stakeholders

Q50. CIPP input evaluation helps decision-makers by:

• (A) Judging final pupil outcomes after delivery
• (B) Comparing alternative strategies and resources before choosing a programme design
• (C) Monitoring daily lessons during delivery
• (D) Assessing community needs before any design work

Q51. Which of the following best illustrates the kind of evidence examined in CIPP process evaluation?

• (A) A survey of community needs conducted before the programme was designed
• (B) A comparison of two possible programme designs and their costs before adoption
• (C) Classroom-observation records showing which planned activities were actually delivered and where delivery fell behind
• (D) Final examination results used to decide whether to continue the programme

Q52. A CIPP product evaluation decision to continue, expand or end a programme is an example of:

• (A) A recycling decision based on outcome evidence
• (B) A planning decision based on needs alone
• (C) An input decision based on resources alone
• (D) A decision that needs no evidence at all

Q53. Kirkpatrick Level 1 Reaction is most commonly measured by:

• (A) Participant questionnaires about satisfaction and relevance after training
• (B) Observation of classroom practice six months later
• (C) A test of knowledge before training begins
• (D) School-wide examination results over five years

Q54. Kirkpatrick Level 2 Learning is most directly measured by:

• (A) Asking participants whether they enjoyed the session
• (B) Counting how many people attended training
• (C) Measuring school enrolment the following year
• (D) Tests, demonstrations or practical assessments after training

Q55. Kirkpatrick Level 3 Behaviour is best measured by:

• (A) A satisfaction questionnaire at the end of training
• (B) A knowledge test given during training
• (C) Observing participants at work some time after training to see changed practice
• (D) The cost of the training venue

Q56. Kirkpatrick Level 4 Results for a school curriculum programme would best be shown by:

• (A) One teacher saying she enjoyed a workshop
• (B) School-level improvement such as rising pupil achievement or reduced failure rates
• (C) A single pupil passing one classroom quiz
• (D) The number of handouts printed for training

Q57. A recognised limitation of Kirkpatrick’s model is that:

• (A) Kirkpatrick’s model is used mainly for school curriculum programmes
• (B) Reaction is measured before learning in most evaluations
• (C) Results are reported at the end of every training programme
• (D) Positive reactions do not guarantee learning, transfer or organisational results

Q58. Formative evaluation takes place:

• (A) During development and implementation, while improvement is still possible
• (B) When a final report is written for the education board
• (C) Before a new programme is designed, to assess community needs
• (D) When examination results are compared across districts

Q59. Summative evaluation takes place:

• (A) During the first pilot lesson only
• (B) At the end of a programme, to support a final judgement or decision
• (C) While a single activity is being revised
• (D) Before any objectives have been written

Q60. A curriculum programme needs both formative and summative evaluation because:

• (A) Formative evaluation checks pupil learning and summative evaluation checks teacher performance
• (B) Formative evaluation is carried out by teachers and summative evaluation by external boards
• (C) Formative evaluation improves it while it develops, and summative evaluation judges its final worth for decisions
• (D) Formative evaluation uses tests and summative evaluation uses observations