This test covers oral, written and practical or performance tests, and the practical differences between teacher-made and standardised tests.
Oral Tests
Q1. An oral test is most suitable when a teacher wants to check
- (A) Speaking, pronunciation and understanding
- (B) long written essays
- (C) silent reading speed over an hour
- (D) drawing skill with instruments
Show Answer
Answer: A – Oral testing directly samples spoken performance and immediate response.
Q2. Oral questioning during a lesson is useful because it
- (A) gives a permanent written record for every pupil, like a written test does
- (B) replaces all written work
- (C) gives immediate evidence and instant follow-up
- (D) takes no teacher time
Show Answer
Answer: C – Immediate oral evidence lets the teacher correct and probe understanding at once.
Q3. A teacher uses an oral test for reading aloud mainly to check
- (A) spelling in written work
- (B) Fluency, pronunciation and expression
- (C) handwriting neatness
- (D) silent comprehension of a long passage
Show Answer
Answer: B – Reading aloud reveals fluency and pronunciation that silent work cannot show.
Q4. Oral tests are limited in large classes because
- (A) pupils enjoy speaking too much
- (B) Individual questioning takes much time
- (C) oral tests need no preparation
- (D) oral tests are always too easy
Show Answer
Answer: B – Individual oral examination is time-heavy, which limits its use with large numbers.
Q5. An oral test may be less fair than a written test when
- (A) every pupil answers the same printed questions
- (B) Examiner manner varies by pupil
- (C) answers are written down for checking
- (D) the test lasts a fixed time
Show Answer
Answer: B – Variation in examiner behaviour can make oral results less consistent across pupils.
Q6. Oral testing suits shy pupils poorly when
- (A) Nervousness hides what they know
- (B) they write very neatly
- (C) they read silently very well
- (D) they enjoy group discussion
Show Answer
Answer: A – Nervousness can mask knowledge in a spoken test, so results may understate learning.
Q7. A teacher can make an oral test fairer by
- (A) asking each pupil a completely different surprise topic
- (B) marking by general impression alone
- (C) Same core questions and marking guide
- (D) allowing friends to answer for the pupil
Show Answer
Answer: C – Prepared questions and a marking guide reduce variation between pupils.
Q8. Oral tests are valuable for language learning because
- (A) Speaking itself must be sampled
- (B) language is only written
- (C) speaking needs no practice
- (D) written tests cover speaking fully
Show Answer
Answer: A – Since spoken use is part of language learning, it must be tested by speaking.
Q9. In a viva on a science project, the teacher mainly checks
- (A) whether the pupil's handwriting is neat
- (B) whether the project cover is colourful
- (C) whether the pupil worked alone at home
- (D) Understanding and explanation of the work
Show Answer
Answer: D – A viva probes understanding and explanation of the pupil's own work.
Q10. Oral tests give the teacher a chance to
- (A) mark fifty papers at once
- (B) Deeper probing with follow-up questions
- (C) keep a written record automatically
- (D) test pupils who are absent
Show Answer
Answer: B – Follow-up probing is a distinctive strength of oral examination.
Q11. A short oral test at the start of a lesson can serve as
- (A) a final examination for the year
- (B) a substitute for the whole syllabus
- (C) Quick check of previous learning
- (D) a test of physical fitness
Show Answer
Answer: C – A brief opening oral check revises and reveals readiness for new work.
Q12. Oral testing is best combined with written testing because
- (A) oral tests are always better
- (B) written tests are always better
- (C) Speaking and writing both need evidence
- (D) combining tests confuses pupils
Show Answer
Answer: C – Different skills require different evidence, so both modes are needed for a full picture.
Q13. When an oral test is used for grading, the teacher should
- (A) remember all answers until the end of term
- (B) Record marks and notes during the test
- (C) ask pupils to mark themselves
- (D) grade only the most confident speakers
Show Answer
Answer: B – Recording during the test protects grading from memory errors.
Q14. An oral test of a pupil's understanding of a story should ask the pupil to
- (A) Retell and explain key events
- (B) copy the story by hand
- (C) count the pages in the book
- (D) name the book's publisher
Show Answer
Answer: A – Retelling and explaining show comprehension of the story.
Q15. Oral tests are practical for checking
- (A) Quick checks in small groups
- (B) the work of hundreds of pupils in one hour
- (C) long essay writing
- (D) detailed laboratory measurements
Show Answer
Answer: A – Oral work fits small-group or individual quick checks, not mass long-form testing.
Written Tests
Q16. A written test is most suitable when a teacher needs to
- (A) hear each pupil speak individually
- (B) watch a pupil perform a skill
- (C) Many pupils on the same questions
- (D) judge pronunciation in conversation
Show Answer
Answer: C – Written tests allow simultaneous, common testing of large groups.
Q17. Written tests are valued for fairness because
- (A) Same questions under similar conditions
- (B) the teacher can help favourite pupils during the test
- (C) pupils can copy from each other freely
- (D) marking is always done by pupils
Show Answer
Answer: A – Common questions and conditions make written testing comparable across pupils.
Q18. A written test provides a lasting record that
- (A) disappears as soon as the test ends
- (B) cannot be shown to parents
- (C) It allows rechecking, review and later discussion
- (D) cannot be marked a second time
Show Answer
Answer: C – The written record allows answers to be reviewed, rechecked and discussed later.
Q19. Written tests are limited when they only use recall questions because they
- (A) are too long to mark
- (B) use too much paper
- (C) take too much classroom time
- (D) miss speaking, practical skill and deeper understanding
Show Answer
Answer: D – Recall-only written tests miss other important skills and deeper thinking.
Q20. Essay-type written questions are useful when a teacher wants pupils to
- (A) tick one correct option quickly
- (B) Organise ideas and explain reasoning
- (C) show pronunciation
- (D) perform a physical skill
Show Answer
Answer: B – Essays sample extended organisation, explanation and expression.
Q21. Short-answer written questions are useful because they
- (A) allow pupils to write without limits
- (B) cover specific knowledge across topics
- (C) test speaking ability
- (D) replace all practical work
Show Answer
Answer: B – Short answers cover many specific points efficiently.
Q22. Objective written questions, such as multiple-choice, are useful in a large class because they
- (A) allow long personal expression
- (B) test oral fluency directly
- (C) allow quick, consistent marking for many pupils
- (D) need no preparation
Show Answer
Answer: C – Objective items suit fast, consistent marking for large numbers.
Q23. A written test may understate a pupil's knowledge when
- (A) the pupil writes very quickly
- (B) Weak writing hides understanding
- (C) the pupil uses a blue pen
- (D) the test paper is printed neatly
Show Answer
Answer: B – Writing difficulty can mask understanding, so written results need careful interpretation.
Q24. A teacher can reduce copying in a written test by
- (A) giving all pupils the same seating together
- (B) allowing open discussion during the test
- (C) marking papers in front of pupils
- (D) Spacing, varied orders and supervision
Show Answer
Answer: D – Seating, varied orders and supervision reduce opportunities for copying.
Q25. Written tests suit pupils who
- (A) cannot write at all
- (B) Learning expressible in writing
- (C) need to demonstrate a physical skill
- (D) must speak a new language aloud
Show Answer
Answer: B – Written mode fits learning that can be shown in writing.
Q26. A teacher choosing a written test for a large class should also plan for
- (A) a hall with a stage
- (B) musical instruments for pupils
- (C) sports equipment for the class
- (D) Time, instructions, marking
Show Answer
Answer: D – Large written testing needs time, instructions and a marking plan to run fairly.
Q27. Written tests are best for checking
- (A) a pupil's ability to conduct an experiment safely
- (B) spoken fluency in a new language
- (C) skill in playing a musical instrument
- (D) Knowledge answerable on paper
Show Answer
Answer: D – Paper tests fit knowledge and understanding expressed in writing, not performance skills.
Practical and Performance Tests
Q28. A practical or performance test is needed when the learning itself is
- (A) a list of facts to recall
- (B) A skill that must be done
- (C) a passage to read silently
- (D) a definition to write from memory
Show Answer
Answer: B – Skills that must be performed can only be evidenced by performance.
Q29. A science practical test mainly checks whether a pupil can
- (A) recall the names of scientists
- (B) write long essays about science
- (C) draw the school laboratory
- (D) Carry out procedures safely, accurately and with understanding
Show Answer
Answer: D – Practical science testing samples doing the procedure, not only recalling facts.
Q30. Performance tests are valuable because they
- (A) are quicker than all other tests
- (B) show what pupils can actually do
- (C) need no equipment or preparation
- (D) can be marked without observing the pupil
Show Answer
Answer: B – Doing reveals capability that writing about a skill cannot prove.
Q31. A practical test in art would most fairly assess
- (A) the pupil's marks in mathematics
- (B) the pupil's attendance record
- (C) Artwork and skill shown
- (D) the pupil's spoken English
Show Answer
Answer: C – Art performance is judged by the work and skill produced.
Q32. Performance tests need careful planning because they
- (A) require only a printed paper
- (B) need materials, space, time and judging criteria
- (C) can be given to any number at once without limit
- (D) need no instructions for pupils
Show Answer
Answer: B – Materials, space, time and judging criteria must be arranged in advance.
Q33. Judging a performance test fairly is harder when
- (A) all examiners use the same checklist
- (B) performances are observed directly
- (C) Examiners apply different standards
- (D) criteria are shared with pupils in advance
Show Answer
Answer: C – Differing examiner standards make performance judgements less consistent.
Q34. A teacher can make a performance test fairer by
- (A) Clear criteria and a checklist
- (B) marking by first impression only
- (C) judging only the final product without watching the process
- (D) allowing only confident pupils to perform
Show Answer
Answer: A – Shared criteria and a checklist focus judgement on the intended skill.
Q35. Performance tests are limited by time and cost because
- (A) they use no materials at all
- (B) they can be marked by machine instantly
- (C) they need no teacher presence
- (D) Observing each pupil takes time
Show Answer
Answer: D – Individual observation is time- and resource-heavy compared with paper testing.
Q36. A performance test of a pupil presenting a project should assess
- (A) Clarity, organisation, understanding and delivery
- (B) the colour of the slides
- (C) the length of the presentation
- (D) whether classmates applauded
Show Answer
Answer: A – Presentation performance covers clarity, organisation, understanding and delivery together.
Q37. In physical education, a performance test is essential because the learning is
- (A) Physical skill observed in action
- (B) written knowledge about sport alone
- (C) memorised rules without playing
- (D) attendance at matches
Show Answer
Answer: A – Physical skill must be observed in action, not only written about.
Teacher-Made Tests and Standardised Tests
Q38. A teacher-made test is one that is
- (A) prepared by a national board for all schools
- (B) bought from a publisher without change
- (C) Prepared by the teacher for one class
- (D) used in every country without adaptation
Show Answer
Answer: C – Teacher-made tests are local, made by the teacher for that class and its teaching.
Q39. Teacher-made tests fit classroom use because they
- (A) match the exact content, level and language of the class
- (B) cover topics the class has never studied
- (C) are always harder than other tests
- (D) are never marked by the teacher
Show Answer
Answer: A – Local fit to taught content and pupil level is their main strength.
Q40. A teacher-made test can be prepared quickly to
- (A) Learning just taught, for the next lesson
- (B) compare a pupil with pupils nationwide
- (C) award a national certificate
- (D) select pupils for university
Show Answer
Answer: A – Quick local tests serve immediate teaching decisions.
Q41. A limitation of teacher-made tests is that they may
- (A) They may reflect teacher emphasis, with less cross-school comparability
- (B) be too easy for every pupil
- (C) always take a month to prepare
- (D) never match the syllabus
Show Answer
Answer: A – Local making can introduce teacher emphasis and reduce comparability beyond the class.
Q42. A standardised test is one that is
- (A) made up by one teacher for one lesson
- (B) changed for each pupil during the test
- (C) Same conditions and comparison standards
- (D) marked by each pupil personally
Show Answer
Answer: C – Standardisation means common conditions, scoring and comparison standards.
Q43. A school should NOT use a single standardised test score alone to
- (A) Compare its pupils with pupils elsewhere
- (B) Identify broad areas needing attention
- (C) Check whether its teaching programme needs review
- (D) Judge a pupil's whole ability or decide promotion on its own
Show Answer
Answer: D – One broad score is too narrow a basis for a high-stakes judgement about an individual pupil; promotion needs fuller evidence.
Q44. Standardised tests are less useful for day-to-day teaching decisions because they
- (A) are always too short
- (B) are never marked accurately
- (C) are not tied to class work
- (D) pupils dislike them
Show Answer
Answer: C – Their general coverage fits broad comparison better than immediate lesson decisions.
Q45. A standardised test must be used carefully because its results
- (A) measure only what the teacher taught last week
- (B) Background and opportunity as well as learning
- (C) are always perfect
- (D) cannot be explained to parents
Show Answer
Answer: B – Wider tests can reflect background and opportunity, so interpretation needs care.
Q46. When a teacher needs a quick check of this week's teaching, the better choice is a
- (A) standardised national test
- (B) test made for another country
- (C) test made for another subject
- (D) Teacher-made test
Show Answer
Answer: D – Immediate local checks call for a teacher-made test, not a broad standardised one.
Q47. When a school wants to compare its pupils with pupils elsewhere, the better choice is a
- (A) teacher-made class quiz
- (B) Standardised test
- (C) oral question in one lesson
- (D) homework task set by one teacher
Show Answer
Answer: B – Broad comparison needs the common conditions of a standardised test.
Q48. A wise classroom approach uses both teacher-made and standardised tests because
- (A) one type makes the other unnecessary
- (B) both types measure speaking only
- (C) They combine local guidance with wider comparison
- (D) teachers prefer to use only one type
Show Answer
Answer: C – The two types serve different purposes, so together they give a fuller picture.
Q49. A teacher-made test and a standardised test differ most in
- (A) Maker and width of comparison
- (B) the colour of the paper used
- (C) the time of day they are given
- (D) the age of the pupils taking them
Show Answer
Answer: A – Maker and comparability are the key differences between the two types.
Q50. Which pairing is correct for classroom practice?
- (A) Standardised test – checking one lesson's homework
- (B) Oral test – marking fifty essays at once
- (C) Practical test – testing silent reading speed
- (D) Teacher-made: just-taught unit check
Show Answer
Answer: D – Only the teacher-made pairing matches its practical use.
Q51. A teacher should choose the test mode by asking
- (A) which test is easiest to prepare
- (B) which test pupils enjoy most
- (C) Skill to be shown
- (D) which test uses least paper
Show Answer
Answer: C – Mode follows the learning to be shown: speaking, writing or doing each need their own mode.
Q52. A complete picture of pupil learning in a term usually needs
- (A) Mixed-mode evidence
- (B) written tests
- (C) oral tests
- (D) practical tests
Show Answer
Answer: A – Different modes sample different learning, so a mix gives the fuller picture.
Choosing and Combining Test Modes
Q53. An oral test in a language class should not be replaced by a written test alone when the aim is to check
- (A) spelling of written words
- (B) handwriting style
- (C) silent reading
- (D) Spoken fluency
Show Answer
Answer: D – Spoken aims need spoken evidence, so a written test alone is insufficient.
Q54. A written test is unsuitable as the only evidence for a practical subject because
- (A) Demonstrated skill
- (B) written tests are too difficult
- (C) practical pupils cannot write
- (D) written tests take too long
Show Answer
Answer: A – Describing a skill in writing does not prove the pupil can perform it.
Q55. A performance test should judge both process and product when
- (A) only the final mark matters
- (B) the pupil works very quickly
- (C) the product is colourful
- (D) Both process and product matter for the skill
Show Answer
Answer: D – In many skills the method matters, so process and product both deserve attention.
Q56. Teacher-made tests support the teacher's professional judgement because
- (A) they are supplied by a publisher
- (B) they are marked nationally
- (C) they require no teacher time
- (D) Teacher knowledge of class
Show Answer
Answer: D – Teacher knowledge of class and teaching makes local tests well matched.
Q57. Standardised tests can help a school identify broad strengths and weaknesses because
- (A) they are made by the class teacher
- (B) they cover only one lesson
- (C) Common cross-school standards
- (D) they are never scored
Show Answer
Answer: C – Common standards make broad comparison possible.
Q58. A school that uses only standardised tests for daily teaching decisions would struggle because
- (A) standardised tests are always wrong
- (B) pupils refuse standardised tests
- (C) standardised tests have no questions
- (D) Infrequent, general tests
Show Answer
Answer: D – Infrequent, general tests cannot guide daily lesson choices.
Q59. A teacher-made weekly quiz and a termly standardised test together give
- (A) two marks for the same lesson only
- (B) Immediate plus wider check
- (C) no useful information at all
- (D) a reason to cancel lessons
Show Answer
Answer: B – The combination serves immediate guidance and wider checking together.
Q60. When reporting to parents, a teacher should explain which type of test was used because
- (A) parents only care about the paper colour
- (B) test type never affects meaning
- (C) parents cannot understand test names
- (D) Parents need to know whether it shows class work or a wider comparison
Show Answer
Answer: D – The meaning of a result depends on whether it is local class evidence or wider comparison.