Q1. “Continuous” in continuous and comprehensive evaluation means evaluation is:

• (A) Done only at the end of the year
• (B) Spread across the whole teaching period, not a single event
• (C) Done only by external examiners
• (D) Based on one final test only

Q2. “Comprehensive” in CCE means evaluation covers:

• (A) Only written examination marks
• (B) Only the final term’s syllabus
• (C) Only academic subjects, ignoring other development such as attitudes and skills
• (D) Academic learning plus other areas of development, such as attitudes, skills and participation

Q3. The main aim of CCE is to:

• (A) Support learning throughout the year and reduce dependence on a single final test
• (B) Replace teachers with tests
• (C) Rank learners more often
• (D) Increase pressure from final examinations, by testing more often

Q4. CCE differs from a single final examination mainly because CCE:

• (A) Tests learners only once a year
• (B) Gives no feedback to learners
• (C) Uses varied evidence over time to guide learning
• (D) Judges only written work

Q5. Which evidence fits CCE?

• (A) Classwork, projects, observation, quizzes and participation over the term
• (B) One surprise test in the last week
• (C) Attendance on a single day
• (D) A single essay written in the final examination, on one topic, in one subject

Q6. A teacher who only records final examination marks is NOT practising CCE, because CCE requires:

• (A) More difficult final examinations, with higher pass marks, every year
• (B) Less feedback to learners
• (C) Ongoing assessment and a broader view of learner development
• (D) Fewer records of learner progress

Q7. CCE helps reduce test anxiety mainly by:

• (A) Making every task count heavily
• (B) Keeping all results secret
• (C) Testing only at the end of the year
• (D) Spreading judgement across many low-stakes tasks over time

Q8. In CCE, assessment of attitudes and participation should be based on:

• (A) The teacher’s general impression alone
• (B) Observed evidence over time, using clear criteria shared with learners
• (C) A single observation on one day
• (D) Comparison with the most active learner only, by participation counts, for one lesson

Q9. Which practice best reflects the “comprehensive” side of CCE?

• (A) Testing only mathematics and language
• (B) Judging learners only by examination scores
• (C) Including projects, practical work, attitudes and co-curricular participation alongside written work
• (D) Ignoring skills that are hard to test in writing, such as practical work

Q10. CCE is most effective when teachers:

• (A) Use ongoing evidence to give feedback and adjust teaching during the term
• (B) Collect evidence but never share it with learners
• (C) Keep all assessment for the final week
• (D) Use only one type of task for all learners

Q11. A CCE record for a term should show:

• (A) Only the final examination score, without progress over time
• (B) Only attendance figures
• (C) Only the learner’s rank
• (D) Progress over time from varied tasks, with comments on strengths and gaps

Q12. A portfolio of learner work supports CCE because it:

• (A) Replaces all teacher judgement
• (B) Shows growth over time through selected work and reflection
• (C) Only contains final examination papers, from the end of term
• (D) Is marked only once a year

Q13. When using CCE, a teacher should share criteria with learners in advance so that learners:

• (A) Know what good work looks like and can aim for it
• (B) Can copy the criteria from others
• (C) Avoid doing any difficult tasks
• (D) Focus only on final grades

Q14. A risk of CCE, if poorly managed, is that:

• (A) Learners receive too much useful feedback, crowding out lesson time, every week
• (B) Teachers understand learners too well
• (C) Records become too detailed to use
• (D) Frequent assessment becomes a heavy workload that crowds out teaching

Q15. To keep CCE manageable, a teacher should:

• (A) Assess every learner on every skill every day
• (B) Keep detailed records for every minor task
• (C) Plan focused, periodic assessments linked to key objectives, and record summaries
• (D) Avoid giving any feedback until the end of term, to save marking time, for the whole class

Q16. In CCE, a learner who improves steadily but scores low on one early quiz should:

• (A) Be judged only by that early quiz
• (B) Be judged on overall progress across the term, with improvement recognised
• (C) Be denied any further assessment
• (D) Repeat the whole term regardless of progress

Q17. CCE supports learners with different strengths because it:

• (A) Uses only written tests
• (B) Uses only oral tests
• (C) Uses varied tasks, so learners can show learning in different ways
• (D) Gives all learners the same single score, regardless of their strengths

Q18. A teacher implementing CCE should involve learners by:

• (A) Encouraging self-assessment and reflection on their own progress
• (B) Keeping all criteria secret
• (C) Avoiding any self-assessment
• (D) Letting them set their own grades without evidence, from self-assessment alone

Q19. Parents benefit from CCE reporting because they receive:

• (A) Only a final grade with no detail
• (B) Only a rank in class
• (C) Only attendance information
• (D) Regular updates on progress, strengths and areas needing support

Q20. CCE does NOT mean:

• (A) Testing learners more often for improvement, through short quizzes
• (B) Giving more tests without using results to help learners
• (C) Using varied evidence over time
• (D) Reporting progress regularly

Q21. After a test, the first useful step for a teacher is to:

• (A) File the scores without reading them, for the record only, for inspection
• (B) Announce only the highest scores
• (C) Analyse which topics and skills were strong and which were weak
• (D) Set a harder test immediately

Q22. If most of the class fails items on one topic, the most likely teacher action should be to:

• (A) Blame learners for lack of effort
• (B) Move on to the next topic quickly
• (C) Lower the pass mark for that topic, for that test only
• (D) Reteach that topic using a different approach

Q23. If only a few learners struggle with a topic while most succeed, the teacher should:

• (A) Provide targeted support to those learners while others move on
• (B) Ignore the struggling learners
• (C) Repeat the final examination
• (D) Reteach the whole class from the start, repeating every lesson, in every lesson

Q24. Analysing learners’ wrong answers is useful because wrong answers often reveal:

• (A) Which learners should be punished, for careless mistakes, in every test
• (B) Common misunderstandings that teaching can address directly
• (C) Which learners are naturally weak
• (D) How to make the next test harder

Q25. A teacher who changes teaching methods after seeing test results is:

• (A) Ignoring evaluation
• (B) Using tests only for grading, without any follow-up
• (C) Avoiding accountability
• (D) Using evaluation to improve instruction

Q26. Test results can help a teacher judge a teaching method by:

• (A) Comparing progress before and after using the method, alongside classroom observation
• (B) Looking at one learner’s score alone
• (C) Ignoring all other classroom evidence
• (D) Choosing the method that is easiest to deliver, regardless of learning gains, for the teacher

Q27. When results show learners can recall facts but cannot apply them, the teacher should:

• (A) Teach more facts in the same way, with more memorisation drills
• (B) Remove all application tasks
• (C) Add guided practice in applying ideas to new examples
• (D) Test only recall in future

Q28. Sharing class-level results (without naming individuals) with learners can help because it:

• (A) Embarrasses low scorers publicly
• (B) Shows the class which topics need joint revision and effort
• (C) Replaces individual feedback
• (D) Guarantees higher scores next time

Q29. A teacher should be cautious about changing a whole programme based on one test because:

• (A) One test may reflect a single occasion, a faulty item, or other temporary factors
• (B) Programmes should never change, whatever test results show
• (C) Learners dislike all change
• (D) Test results are never useful

Q30. The best use of test results for teaching is to:

• (A) Rank learners and stop there
• (B) File results for inspection only
• (C) Use results only to decide promotion, for end-of-term reports
• (D) Turn results into specific teaching actions, such as reteaching, practice or support

Q31. Remedial teaching is teaching that is:

• (A) Given to all learners regardless of need
• (B) Designed to correct specific learning gaps identified through assessment
• (C) A punishment for low scores
• (D) A repeat of the whole syllabus unchanged

Q32. Remedial teaching works best when it:

• (A) Repeats the same explanation that failed the first time, louder and slower, in the same lesson
• (B) Uses the same textbook page only
• (C) Uses a different explanation, examples or practice matched to the learner’s gap
• (D) Gives learners easier work in all subjects

Q33. A learner who confuses two similar concepts needs remedial work that:

• (A) Teaches unrelated topics instead
• (B) Simply repeats both concepts together without distinction
• (C) Moves the learner to a lower class
• (D) Contrasts the two concepts clearly, with examples of each

Q34. The first step in planning remedial teaching is to:

• (A) Identify the specific gap through diagnostic evidence
• (B) Choose a new textbook at random
• (C) Give the learner extra homework in all subjects, to build general practice
• (D) Lower the learner’s grade

Q35. Remedial teaching should be checked by:

• (A) Asking learners if they enjoyed it
• (B) Reassessing the targeted skill after support, to see if the gap has closed
• (C) Giving a final examination only
• (D) Comparing learners with each other

Q36. Reteaching a whole class is justified when:

• (A) One learner asks a question
• (B) A few learners need help
• (C) The teacher wants to fill time, with revision of old topics
• (D) Evidence shows most learners missed the same key point

Q37. When reteaching, a teacher should change:

• (A) Only the classroom seating, without changing the explanation
• (B) Only the test paper
• (C) The explanation, examples or activities if the first approach did not work
• (D) Only the learners’ grades

Q38. A small-group remedial session is preferable to whole-class reteaching when:

• (A) Only a small group shares the same gap
• (B) The whole class failed the topic, on the same test
• (C) The teacher has no time to plan
• (D) All learners need the same help

Q39. Remedial work should be presented to learners as:

• (A) Punishment for failure
• (B) Extra help to master a skill, with clear goals and encouragement
• (C) A reason to leave the class
• (D) Work that does not count toward learning, as extra punishment, as a punishment

Q40. If remedial teaching does not close a gap, the teacher should:

• (A) Repeat the same remedial work endlessly
• (B) Give up on the learner
• (C) Investigate further, try another approach, or seek specialist advice where needed
• (D) Lower expectations permanently without further checks, accepting the gap, for all learners

Q41. Good assessment records help a teacher to:

• (A) Remember only the best learners
• (B) Avoid planning future lessons
• (C) Keep results secret from parents
• (D) Track progress over time and make informed decisions about support and reporting

Q42. A useful class record should include:

• (A) Scores or levels by topic or skill, with dates, so patterns over time are visible
• (B) Only final grades with no dates, for each term
• (C) Only learners’ names and ages
• (D) Only attendance on test days

Q43. Records should be kept accurately because errors in records can lead to:

• (A) Better teaching automatically
• (B) Higher scores for all learners, inflating reported achievement, for every report
• (C) Wrong decisions about support, grouping or reporting for a learner
• (D) Less work for the teacher

Q44. Assessment records should be stored:

• (A) In a public place for all to see
• (B) Securely, with access limited to those who need the information
• (C) Only in the teacher’s memory
• (D) On learners’ desks after marking

Q45. When a learner moves to a new teacher, passing on assessment records helps the new teacher to:

• (A) Start from the learner’s current strengths and gaps, without repeating unnecessary testing
• (B) Ignore the learner’s past progress
• (C) Judge the learner by the previous teacher's opinion alone, without fresh evidence, from last year
• (D) Set the same work for all new learners

Q46. A record that only shows total scores, with no topic breakdown, is weak for planning support because it:

• (A) Is too detailed to read
• (B) Takes too long to write
• (C) Does not show which topics or skills need help
• (D) Cannot be shared with parents, because it lacks topic detail

Q47. Teachers should update records:

• (A) Only at the end of the school year
• (B) Only when parents ask
• (C) Only for learners who fail
• (D) Regularly, soon after assessment, while details are fresh

Q48. A simple, consistent record format across a school helps because it:

• (A) Makes records harder to compare
• (B) Lets teachers and leaders compare progress and spot patterns across classes
• (C) Removes the need for teacher judgement, by fixing every decision, in every school
• (D) Guarantees higher learner scores

Q49. If a record shows a sudden drop in a learner’s performance, the teacher should first:

• (A) Check the record for errors and look for possible causes, such as illness or a new difficulty
• (B) Immediately lower the learner's future expectations, without checking the record
• (C) Hide the record from parents
• (D) Punish the learner for the drop

Q50. Keeping records of remedial support given and its outcome is useful because it shows:

• (A) Which learners to blame for gaps
• (B) How to fill report cards quickly
• (C) That the teacher has done extra work, for the school file
• (D) Whether the support worked and what to try next

Q51. A teacher wants to check many terms quickly and score consistently. The best item type is:

• (A) A single extended essay
• (B) An oral presentation for each learner
• (C) Multiple-choice or matching items
• (D) A practical demonstration for each learner

Q52. A mid-unit quiz used to adjust teaching is an example of:

• (A) Certification only
• (B) Formative evaluation
• (C) Admission testing only
• (D) Final grading only

Q53. An end-of-term examination used for report grades is an example of:

• (A) Placement evaluation only
• (B) Diagnostic evaluation of one skill
• (C) Informal questioning only
• (D) Summative evaluation

Q54. Before a new unit, a teacher gives a short entry check and uses the results to place learners in a foundation group or an advanced group for that unit. This is:

• (A) Placement evaluation
• (B) Summative evaluation
• (C) Final certification
• (D) Grading for a report card

Q55. A learner who keeps making the same error in division needs:

• (A) A harder final examination
• (B) A new class placement without investigation, into a lower group
• (C) Diagnostic investigation followed by targeted remedial support
• (D) Only a higher grade to boost confidence

Q56. Clear directions, fair timing and a quiet room during a test mainly protect:

• (A) The teacher’s marking speed
• (B) Fairness, so scores reflect learning rather than confusion or distraction
• (C) The length of the test paper, rather than fairness of scores
• (D) Learners’ handwriting scores

Q57. A teacher who marks essays using a prepared scheme and marks one question across all scripts is improving:

• (A) The length of answers
• (B) The number of topics covered, in the whole paper
• (C) The speed of learners
• (D) Consistency and objectivity in scoring

Q58. A report card that gives grades plus comments on strengths and next steps is better than grades alone because it:

• (A) Helps parents and learners know what to do next
• (B) Makes the report shorter
• (C) Removes the need for marks, replacing them with comments alone
• (D) Guarantees promotion

Q59. In Tyler’s model, the first question a teacher should answer when planning evaluation is:

• (A) How many marks should the test carry
• (B) What should learners be able to do as a result of this teaching
• (C) How long should the test last
• (D) Which learners should be ranked first, by test scores, in the class

Q60. The strongest overall approach to classroom evaluation is to:

• (A) Rely on a single final test for all decisions
• (B) Test only at the end of the year
• (C) Combine ongoing checks, varied item types, fair administration and clear reporting, and use results to improve teaching
• (D) Avoid giving learners any feedback