Q1. The first step in constructing a classroom test should be to

• (A) write the questions at once
• (B) print the answer sheets
• (C) Purpose and what it must find out
• (D) decide the seating plan

Q2. A test planned without a clear purpose is likely to

• (A) be printed very neatly
• (B) be too short for pupils to show what they know
• (C) include questions serving no decision
• (D) be liked by all pupils

Q3. Planning a test in advance helps the teacher to

• (A) Cover intended content fairly
• (B) finish marking more slowly
• (C) make the test harder for pupils
• (D) reduce the number of lessons

Q4. Before writing questions, a teacher should list

• (A) the names of pupils who will fail
• (B) the colour of the answer paper
• (C) Topics and objectives
• (D) the date of the next holiday

Q5. A test plan should state the time allowed because

• (A) Fair, known limit matching the work
• (B) time limits make tests easier
• (C) pupils work best without any limit, even on long papers
• (D) time is not important in testing

Q6. The number of questions in a test should be decided by

• (A) the number of pages in the textbook used for the whole course
• (B) the number of pupils in the class
• (C) the size of the classroom
• (D) Content to be covered and time available

Q7. A teacher planning a test for a mixed-ability class should include

• (A) only very difficult questions
• (B) only very easy questions
• (C) Questions at different difficulty levels
• (D) questions on untaught topics

Q8. Planning should include how the test will be marked because

• (A) marking is done after results are announced
• (B) pupils mark their own papers always
• (C) marking guidance makes tests longer
• (D) Fair and consistent scoring

Q9. A test plan that ignores the pupils' language level risks

• (A) questions that are too easy
• (B) Language difficulty instead of intended learning
• (C) pupils finishing too quickly
• (D) pupils enjoying the test more

Q10. The test plan should match the test to the syllabus because

• (A) surprise topics make tests fair
• (B) the syllabus is only a guide for teachers
• (C) What pupils were taught
• (D) pupils enjoy surprise questions

Q11. A good test plan is written down rather than kept in mind because

• (A) written plans take longer to make
• (B) teachers forget written plans easily
• (C) It can be checked for balance and coverage
• (D) pupils need to see the plan

Q12. Test planning should consider the age and level of pupils so that

• (A) younger pupils receive the same paper as senior pupils
• (B) all pupils receive university questions
• (C) question length does not matter
• (D) Wording, length and difficulty to suit pupils

Q13. Planning a test includes deciding the question types because

• (A) all question types are identical
• (B) Kinds of learning and marking needs
• (C) question type never affects results
• (D) pupils prefer only one type

Q14. A teacher who writes questions first and decides the purpose later has reversed the proper order because

• (A) questions are more important than purpose
• (B) purpose can be added after marking
• (C) Purpose shapes content, types and marking
• (D) teachers should never plan

Q15. A complete test plan is worth the effort because

• (A) A longer plan always produces a better test
• (B) Each element affects the fairness and usefulness of the test
• (C) Detailed plans impress parents and inspectors
• (D) Planning once is enough for every future class

Q16. Defining objectives before writing a test means stating

• (A) What pupils should know or do
• (B) what textbook the teacher used
• (C) how many pupils are in the class
• (D) what the school timetable says

Q17. Objectives help test construction because they

• (A) tell the teacher how to dress for the test
• (B) tell pupils the answers in advance
• (C) define what each question should measure
• (D) replace the need for a syllabus

Q18. An objective written as "pupils will understand fractions" is weak for test writing because

• (A) it is too short
• (B) No observable way to show understanding
• (C) it mentions fractions
• (D) it is written in simple language

Q19. A better objective for test writing is one that

• (A) names a topic without any action
• (B) describes the teacher's activity only
• (C) Observable action: solve, explain, identify
• (D) describes the textbook chapter only

Q20. Objectives at the level of recall ask pupils to

• (A) create a new theory
• (B) judge the value of an argument
• (C) Remember facts, terms and information
• (D) design an experiment

Q21. Objectives at the level of understanding ask pupils to

• (A) copy definitions exactly without change
• (B) Explain ideas or interpret information
• (C) memorise spellings only
• (D) sit quietly in class

Q22. Objectives at the level of application ask pupils to

• (A) repeat a definition word for word
• (B) list the topics in a chapter
• (C) Use knowledge in a new situation
• (D) name the author of a textbook

Q23. A test that claims to check application but only asks for definitions is flawed because

• (A) its questions are too short
• (B) its questions use simple words
• (C) Questions do not match the objective level
• (D) its questions are printed clearly

Q24. Objectives help the teacher balance a test because they show

• (A) whether the test paper is colourful
• (B) Recall, understanding and application proportions
• (C) whether pupils will pass
• (D) whether the test is long enough

Q25. When objectives are defined first, marking becomes clearer because

• (A) Expected answer follows from its objective
• (B) marking can be done by pupils
• (C) marks are always higher
• (D) objectives replace answer keys

Q26. A teacher who defines objectives after writing questions risks

• (A) a test that is too neat
• (B) a test that pupils enjoy
• (C) a test that is too short
• (D) Uneven coverage

Q27. Objectives should be shared with pupils before a test when the aim is learning because

• (A) pupils will memorise the objectives only
• (B) pupils will ignore the test
• (C) It directs revision to intended learning
• (D) objectives confuse pupils

Q28. An objective for a skill, such as conducting an experiment, cannot be tested by recall questions alone because

• (A) recall questions are always easy
• (B) Perform or demonstrate the skill
• (C) skill objectives are unimportant
• (D) pupils dislike recall questions

Q29. A table of specifications, also called a blueprint, is

• (A) a list of pupils' marks
• (B) A plan spreading questions across topics and objectives
• (C) a seating plan for the examination hall
• (D) a list of textbooks in the library

Q30. The main purpose of a blueprint is to

• (A) make the test paper longer
• (B) impress the school principal
• (C) give pupils the answers
• (D) It gives fair representation of content and objectives

Q31. A blueprint is usually laid out as a table with

• (A) pupils' names on both sides
• (B) marks and ages in every cell
• (C) holidays and terms in every cell
• (D) Content crossed with levels

Q32. To build a blueprint, the teacher first lists

• (A) the pupils who will score highest
• (B) The topics and objectives to be covered
• (C) the colours for the paper
• (D) the dates of school events

Q33. Each cell in a blueprint shows

• (A) the name of the pupil who will answer it
• (B) Questions per topic at each level
• (C) the mark each pupil will receive
• (D) the time each pupil will take

Q34. A blueprint prevents a common test fault, which is

• (A) printing the paper in black ink
• (B) giving pupils too much time
• (C) marking papers slowly
• (D) Over-testing one topic, neglecting others

Q35. A teacher who follows a blueprint while writing questions will

• (A) write questions in any order that comes to mind
• (B) Follow planned questions per topic and level
• (C) write only easy questions
• (D) write questions after marking

Q36. A blueprint helps another teacher judge the test because

• (A) the plan shows the teacher's handwriting
• (B) the plan lists pupils' marks
• (C) the plan is printed in colour
• (D) What the test intended to cover

Q37. If a blueprint shows no questions for an important topic, the teacher should

• (A) ignore the gap and print the test
• (B) Add questions for that topic first
• (C) remove the topic from the syllabus
• (D) give that topic as homework only

Q38. A blueprint is most useful when it is made

• (A) after the test has been marked
• (B) after results are announced
• (C) Before questions are written
• (D) at the end of the school year

Q39. Weighting in a blueprint means

• (A) giving every topic exactly one question
• (B) giving more questions to the easiest topics
• (C) giving questions by alphabetical order
• (D) giving more weight to topics by importance and teaching time

Q40. A topic taught for four weeks should usually receive more blueprint questions than a topic taught for one week because

• (A) It deserves more questions than a one-week topic
• (B) longer topics are easier
• (C) shorter topics are unimportant
• (D) pupils prefer longer topics

Q41. Weighting by objectives means

• (A) giving all objectives the same number of questions
• (B) More questions for important outcomes
• (C) giving questions only to recall objectives
• (D) ignoring objectives when weighting

Q42. A blueprint with equal questions for every topic would be unfair when

• (A) all topics are equally important
• (B) pupils like all topics equally
• (C) the test is very short
• (D) Topics differ in importance and teaching time

Q43. When deciding weights, a teacher should consider

• (A) the alphabetical order of topics
• (B) the order topics appear in the textbook alone
• (C) Importance, teaching time and objectives
• (D) which topics the teacher likes most

Q44. A blueprint weight is shown in practice by

• (A) Question and mark counts
• (B) the colour used for that topic
• (C) the position of questions on the page
• (D) the font size for that topic

Q45. If a test has 40 questions and a topic has a weight of one quarter, that topic should receive about

• (A) Ten questions
• (B) forty questions
• (C) one question
• (D) twenty questions

Q46. A teacher checks a completed blueprint by asking

• (A) Every topic and objective represented
• (B) is the blueprint printed neatly
• (C) does the blueprint list pupil names
• (D) is the blueprint longer than the test

Q47. A blueprint also helps in marking because

• (A) Marks follow planned weights
• (B) marking becomes unnecessary
• (C) pupils can mark by the blueprint
• (D) marks are assigned alphabetically

Q48. A test built without a blueprint may still be good by chance, but it is risky because

• (A) it relies on memory-based coverage
• (B) it will always be too short
• (C) pupils will always fail it
• (D) it cannot be printed

Q49. Which sequence best describes sound test construction at the planning stage?

• (A) Write questions, then decide purpose, then build a blueprint
• (B) Print the paper, then define objectives, then mark
• (C) Mark first, then plan, then write
• (D) Purpose, objectives, blueprint, then questions

Q50. A blueprint that matches the taught syllabus protects pupils because

• (A) Pupils had the opportunity to learn it
• (B) they receive easier questions
• (C) they receive fewer questions
• (D) they can predict exact questions

Q51. After writing questions from a blueprint, the teacher should

• (A) print the test at once without checking
• (B) discard the blueprint
• (C) add extra questions on a favourite topic
• (D) Check each question against its blueprint cell

Q52. A teacher revising a blueprint for next year should base changes on

• (A) Importance and teaching change
• (B) which topics pupils enjoyed most
• (C) which topics are shortest
• (D) which topics come first in the book

Q53. A blueprint should be kept with the test paper because

• (A) it makes the paper heavier
• (B) It is the record of intended coverage
• (C) pupils need to copy it
• (D) it replaces the answer key

Q54. When two teachers share a blueprint for a common test, the benefit is

• (A) both teachers save printing costs only
• (B) Same planned coverage in both classes
• (C) pupils in both classes receive identical marks
• (D) the test becomes easier

Q55. A blueprint for a short quiz is still worthwhile because

• (A) Short tests are especially vulnerable to uneven coverage
• (B) short tests need no planning
• (C) quizzes are never marked
• (D) short tests always cover everything

Q56. Weighting should be decided before writing questions because

• (A) weights can be changed after marking without effect
• (B) pupils prefer weights decided later
• (C) teachers forget weights quickly
• (D) Changing weights means rewriting questions

Q57. If teaching time for a topic is cut short, its blueprint weight should usually

• (A) stay the same regardless
• (B) be increased to punish pupils
• (C) be removed from the syllabus
• (D) Be reduced to match the teaching given

Q58. A blueprint cell with too many questions for a minor recall point suggests

• (A) Rebalance the questions
• (B) the test should be made longer
• (C) pupils should study that point more
• (D) the topic should be taught longer

Q59. A teacher who uses last year's blueprint unchanged after the syllabus changed risks

• (A) testing pupils too easily
• (B) printing an outdated paper colour
• (C) confusing pupils with new textbooks that do not match the old blueprint
• (D) Testing old topics and missing new ones

Q60. The final planning check before printing should confirm purpose, blueprint coverage, question types, time and marking because

• (A) All elements must be ready before printing
• (B) printing requires all elements at once, or the paper cannot be used
• (C) pupils ask about each element
• (D) the school office requires a checklist