Q1. Evaluation in education is best defined as:

• (A) Giving marks at the end of term only
• (B) Making a judgement about learning, based on evidence, to guide decisions
• (C) Ranking learners from first to last
• (D) Setting a test paper for a class

Q2. Testing differs from evaluation in that testing is mainly:

• (A) The whole process of judging learning quality, including its purposes and decisions
• (B) A judgement made without any evidence
• (C) The final report given to parents
• (D) A method of gathering evidence, while evaluation interprets that evidence

Q3. Which is a teaching purpose of evaluation for the teacher?

• (A) To find out what learners have learned and what needs reteaching
• (B) To award final certificates to successful learners
• (C) To rank learners in order for the school record
• (D) To select learners for admission to a new programme, for the next school year

Q4. Evaluation helps learners when it:

• (A) Ranks them publicly every week
• (B) Replaces teaching with testing
• (C) Shows them their strengths and gaps so they can improve
• (D) Gives them marks without any comment

Q5. A teacher uses evaluation to judge a new teaching method. This is evaluation of:

• (A) The teaching programme and method, not only the learners
• (B) Learners' handwriting only, rather than the method being judged
• (C) The school building only
• (D) Parents’ involvement only

Q6. Which source of evidence can contribute to evaluation, besides test scores?

• (A) Only the final examination paper
• (B) Only the teacher's memory of the class, without any recorded evidence
• (C) Classwork, homework, observation and learner participation
• (D) Only marks given by other teachers

Q7. Evaluation that focuses only on marks, without any judgement about what to do next, is incomplete because:

• (A) Marks are always inaccurate
• (B) Parents only want marks
• (C) Judgement about next steps is unnecessary once marks are given
• (D) Marks alone do not guide teaching or learning decisions

Q8. A school evaluates its new reading programme by comparing learners’ progress before and after it. The main purpose here is to:

• (A) Rank individual learners
• (B) Judge whether the programme is working and should continue or change
• (C) Punish teachers whose classes score low
• (D) Fill in report cards quickly

Q9. Which evaluation purpose serves parents and the school community?

• (A) Keeping test papers secret from everyone
• (B) Replacing classroom teaching with examinations, so reports replace lessons
• (C) Reporting honestly on learner progress and school performance
• (D) Avoiding any discussion of weaknesses

Q10. Evaluation is most useful when it is:

• (A) Continuous and linked to teaching, not a single event at the end of the year
• (B) Done only once, in secret, without feedback, as a single final judgement, with no link to teaching
• (C) Based on one test paper alone
• (D) Used only to decide promotion

Q11. Which of the following counts as formative evaluation even though no formal test is given?

• (A) A final board examination at the end of the year
• (B) An entrance test for admission to a school
• (C) A certificate awarded after completing a course
• (D) A teacher observes pupils during group work and notes who still confuses two ideas

Q12. The main purpose of formative evaluation is to:

• (A) Award final grades for a course
• (B) Give feedback that improves learning and teaching while there is still time to act
• (C) Decide which learners enter a new class, before teaching begins
• (D) Certify that a course is complete

Q13. Which of the following is an example of formative evaluation at the end of a lesson?

• (A) Learners note one thing understood and one question, used to start the next lesson
• (B) A final board examination at the end of the year, covering the whole course and certifying completion
• (C) An entrance test for admission to a school
• (D) A certificate awarded after completing a course

Q14. A teacher asks learners questions during a lesson and adjusts the explanation when answers show confusion. This is:

• (A) Summative evaluation only
• (B) Placement evaluation only
• (C) Diagnostic testing for a learning difficulty
• (D) Informal formative evaluation in action

Q15. When a learner gives a wrong answer, formative feedback is most helpful when it points out

• (A) Only that the answer was wrong
• (B) The learner's rank in the class
• (C) The step in the learner's method where the thinking went wrong
• (D) How other learners answered the same question

Q16. Which practice best shows formative evaluation in a lesson?

• (A) Recording final grades in a register, without using them to adjust teaching, for the school record
• (B) Checking understanding with a quick task and reteaching the weak point the same week
• (C) Setting the final examination paper
• (D) Writing end-of-term reports

Q17. Formative evaluation is usually:

• (A) High-stakes and used for promotion decisions, like a final examination
• (B) Secret, with results hidden from learners
• (C) Low-stakes, frequent and focused on improvement
• (D) Done only by external examiners

Q18. If a teacher gives a quiz but never uses the results to change teaching, the quiz has failed as:

• (A) Formative evaluation, because its evidence was not used to improve learning
• (B) Summative evaluation, because no final grade was given
• (C) Placement evaluation, because no new class was formed
• (D) Diagnostic evaluation, because no difficulty was named

Q19. Homework reviewed with comments and a chance to correct errors is mainly:

• (A) A final certification task
• (B) An admission test
• (C) A punishment for low effort, with no chance to improve the work, with no feedback given
• (D) Formative evaluation, because feedback and correction improve learning

Q20. A common mistake in formative evaluation is to:

• (A) Use results to plan the next lesson
• (B) Give feedback too late for learners to act on it
• (C) Check understanding during the unit
• (D) Allow learners to correct their work after feedback, before moving on

Q21. A fair summative test for a completed unit should

• (A) Cover only the final week of the unit
• (B) Test only the topics pupils found easiest
• (C) Sample all major topics of the unit in proportion to their teaching
• (D) Ask only recall questions about definitions

Q22. The main purpose of summative evaluation is to:

• (A) Adjust teaching in the middle of a lesson
• (B) Diagnose a specific learning difficulty in detail, like a diagnostic test, for one learner at a time
• (C) Place learners into groups before teaching starts
• (D) Judge overall achievement and support decisions such as grades or promotion

Q23. Which is an example of summative evaluation?

• (A) An end-of-term examination covering the whole term’s work
• (B) A quick question during a lesson to check understanding, answered orally
• (C) A homework task returned with comments for correction
• (D) A pre-test before a new unit begins

Q24. Summative evaluation is usually:

• (A) Informal and unrecorded
• (B) Formal, recorded and used for reporting achievement
• (C) Done only by learners themselves
• (D) Focused only on one lesson’s content

Q25. A limitation of relying only on summative evaluation is that:

• (A) It gives too much feedback during learning, leaving nothing to improve
• (B) It is too easy to administer
• (C) It covers too little content
• (D) It comes too late to help learners who struggled during the unit

Q26. A teacher can still use summative results formatively by:

• (A) Analysing common errors and reteaching weak areas in the next unit
• (B) Filing the results without reading them
• (C) Sharing only the class average with learners, without topic detail
• (D) Using the results only for promotion

Q27. Which pair correctly contrasts formative and summative evaluation?

• (A) Formative is final; summative is ongoing
• (B) Formative is for certification; summative is for daily feedback
• (C) Formative improves learning during instruction; summative sums up learning at the end
• (D) Formative is formal; summative is always informal

Q28. Final grades on a report card are mainly the product of:

• (A) Placement evaluation alone
• (B) Summative evaluation of achievement over the reporting period
• (C) Daily informal questioning alone, without any recorded achievement
• (D) Diagnostic testing alone

Q29. A board examination at the end of secondary school is summative because it:

• (A) Certifies overall achievement at the end of a course of study
• (B) Guides daily lesson planning
• (C) Places learners into groups before teaching, by prior attainment
• (D) Diagnoses one learner’s reading difficulty

Q30. If a summative test covers only the last week of a term, its main fault is that it:

• (A) Gives too much feedback
• (B) Is too difficult to mark
• (C) Takes too long to administer
• (D) Does not fairly represent the whole period it claims to sum up

Q31. Diagnostic evaluation is used when a teacher needs to:

• (A) Award final grades
• (B) Identify the specific cause or nature of a learning difficulty
• (C) Place new learners into classes, by entry attainment, by entry test scores
• (D) Certify a completed course

Q32. When a learner makes the same error on similar items, diagnostic thinking treats this as

• (A) Proof that the learner did not study at all
• (B) A reason to lower the learner's term grade
• (C) Evidence of a misunderstanding to investigate, not proof of carelessness
• (D) Evidence that the test was too long

Q33. A learner repeatedly fails fraction problems despite good work elsewhere. The teacher’s next step should be:

• (A) Give the learner easier work in all subjects
• (B) Move the learner to a lower class immediately
• (C) Repeat the whole term’s teaching unchanged
• (D) Use diagnostic tasks to find which fraction skill is breaking down

Q34. A diagnostic task should be:

• (A) Focused on the suspected difficulty, with items that reveal the learner’s thinking
• (B) A broad final examination of the whole syllabus, covering every topic, for final certification
• (C) A test of unrelated subjects
• (D) A single question with no follow-up

Q35. After diagnosis, the most useful teacher action is to:

• (A) Record the difficulty and continue as before, with no change to teaching
• (B) Plan targeted support or remedial work for the identified gap
• (C) Lower the learner’s grade for the term
• (D) Exclude the learner from future tests

Q36. Which evidence is most useful for diagnosis?

• (A) The learner’s total score alone
• (B) The learner’s attendance record alone
• (C) The learner’s age and class alone
• (D) Patterns in the learner’s errors and responses across similar items

Q37. A teacher notices several learners make the same error in algebra. Diagnostic thinking suggests the teacher should:

• (A) Ignore the pattern as coincidence
• (B) Punish the learners for carelessness, instead of checking the teaching
• (C) Check whether the teaching of that step left a common misunderstanding
• (D) Move on to the next topic quickly

Q38. Diagnostic evaluation is most often triggered by:

• (A) Evidence of persistent difficulty or unexpected underperformance
• (B) The start of a new school year, when every learner is tested in turn
• (C) A request for a final certificate
• (D) The need to fill a report card

Q39. Which statement about diagnostic evaluation is true?

• (A) It only applies to learners with serious disabilities
• (B) It can be used for any learner who shows a specific, persistent learning problem
• (C) It replaces all other forms of evaluation
• (D) It is done only by external specialists, never by teachers

Q40. A useful diagnostic report on a pupil who struggles with fractions should

• (A) Give only a total mark for the test
• (B) Rank the pupil against the rest of the class
• (C) Name the exact step where errors occur and the help needed
• (D) Recommend repeating the whole school year

Q41. Placement evaluation is carried out:

• (A) At the end of a course for certification, after all teaching is complete and results are finalised
• (B) During a lesson to adjust teaching
• (C) After a difficulty has been diagnosed
• (D) Before instruction, to decide the best starting point or group for a learner

Q42. A pre-test at the start of a new unit, used to see what learners already know, is an example of:

• (A) Placement evaluation, because it guides where teaching should start
• (B) Summative evaluation, because it gives final grades
• (C) Diagnostic evaluation of a serious difficulty
• (D) Certification of completed learning

Q43. An admission test for entry to a programme is a placement decision because it:

• (A) Certifies learning already completed
• (B) Diagnoses a single learner's error pattern, in one skill area, for one learner only
• (C) Decides whether and where a learner should begin the programme
• (D) Provides daily feedback during teaching

Q44. Placement evaluation should test:

• (A) Content from a much higher level only
• (B) Prerequisite knowledge and skills needed for the next stage
• (C) Topics learners will study next year only, beyond the next stage
• (D) General knowledge unrelated to the course

Q45. If placement results show most learners already know the first unit, the teacher should:

• (A) Begin at a later point or enrich the unit, rather than reteaching known material
• (B) Teach the unit unchanged for the full planned time
• (C) Ignore the results and follow the plan exactly
• (D) Give the learners a final examination immediately

Q46. Grouping learners by placement results is fair only when:

• (A) Groups are fixed for the whole year
• (B) Groups are based on age alone
• (C) Groups are reviewed and changed as learners progress
• (D) Groups are kept secret from learners, with no explanation given

Q47. A placement test that is too difficult for all entrants fails because it:

• (A) Gives too much detail about strengths, hiding overall readiness
• (B) Takes too little time to mark
• (C) Is too easy to administer
• (D) Cannot distinguish different levels of readiness among learners

Q48. The main difference between placement and diagnostic evaluation is that placement:

• (A) Looks for causes of failure after teaching
• (B) Decides entry point before teaching, while diagnosis investigates a difficulty in depth
• (C) Awards final grades
• (D) Is never used by classroom teachers

Q49. A teacher who uses placement results only to label learners, without adjusting teaching, has:

• (A) Missed the purpose of placement, which is to guide starting point and support
• (B) Used placement perfectly
• (C) Carried out summative evaluation correctly, judging final achievement, for final grades
• (D) Diagnosed all learning difficulties

Q50. Which placement practice is most defensible?

• (A) Placing learners by a single test score alone, with no review or other evidence
• (B) Placing learners by parental request alone
• (C) Placing learners by age alone
• (D) Combining placement test evidence with prior records and teacher judgement, then reviewing progress

Q51. Feedback from evaluation is most useful to learners when it is:

• (A) Given only as a rank in class
• (B) Delayed until the next term
• (C) Specific, timely and focused on what to do next
• (D) Focused only on personality traits

Q52. A teacher who returns marked work with comments on strengths and one clear improvement step is:

• (A) Using evaluation only for grading, with no guidance for further learning
• (B) Using feedback to guide further learning
• (C) Avoiding summative evaluation
• (D) Diagnosing a disability

Q53. Feedback that only says “Good” or “Poor” is weak because it:

• (A) Is too positive for most learners, praising work that needs correction
• (B) Takes too long to write
• (C) Requires too much marking time
• (D) Does not tell the learner what was good or what to change

Q54. Effective feedback should focus mainly on:

• (A) The work and the learning, with concrete suggestions for improvement
• (B) The learner’s character and ability
• (C) Comparison with other learners
• (D) The teacher’s effort in marking

Q55. When learners are given a chance to act on feedback and resubmit corrected work, evaluation becomes:

• (A) A one-way judgement only
• (B) A punishment for errors
• (C) A learning process, not just a measurement
• (D) A replacement for teaching, so no further lessons are needed

Q56. A teacher uses evaluation results to plan a revision lesson on the weakest topics. This shows evaluation being used to:

• (A) Rank learners publicly
• (B) Improve teaching and learning based on evidence
• (C) Reduce teaching time
• (D) Avoid giving feedback to learners, keeping results for the teacher only

Q57. Which feedback practice best supports learners who scored low?

• (A) Publicly announcing their scores
• (B) Giving only the total mark
• (C) Removing them from class activities
• (D) Showing which parts were correct, explaining errors, and setting a small next step

Q58. Self-evaluation by learners is valuable because it helps them to:

• (A) Judge their own work against criteria and take responsibility for improvement
• (B) Avoid teacher feedback
• (C) Skip difficult topics
• (D) Award themselves full marks without checking their own work against any set criteria

Q59. Peer feedback works best when learners are given:

• (A) No criteria, so they can comment freely
• (B) Clear criteria and guidance on giving specific, respectful comments
• (C) Only the total mark to share
• (D) Permission to grade each other for promotion, using rank order, by rank in the class

Q60. The best summary of evaluation types is that each type serves a different purpose, so a teacher should:

• (A) Use only summative evaluation for all purposes
• (B) Use only formative evaluation for all purposes
• (C) Choose the type that fits the decision to be made, and combine types across a term
• (D) Avoid evaluation except for final examinations