Q1. In Tyler's approach, a statement such as 'the teacher will explain fractions' is weak as an objective because it

• (A) Is too short to be useful
• (B) Describes what the teacher will do, not what learners will be able to do
• (C) Mentions a topic from the textbook
• (D) Cannot be marked by a test

Q2. In Tyler’s model, evaluation mainly asks:

• (A) How popular is the teacher
• (B) How expensive is the programme, compared with other schools' budgets
• (C) How neat is learners’ work
• (D) To what extent have the stated objectives been achieved

Q3. A well-written objective in Tyler’s approach states:

• (A) What the learner will be able to do, in observable terms
• (B) What the teacher will enjoy teaching
• (C) How long the lesson will last
• (D) Which textbook chapter will be covered, in the order printed

Q4. In Tyler's model, a unit's objectives should span

• (A) Only the facts pupils must memorise for the final written examination
• (B) Only the chapters of the textbook in order
• (C) The knowledge, skills and attitudes learners are expected to gain
• (D) Only the activities the teacher enjoys teaching

Q5. In Tyler’s model, learning experiences should be organised so that they:

• (A) Build in sequence and reinforce each other toward the objectives
• (B) Repeat the same activity every lesson, with no sequence or progression
• (C) Cover unrelated topics for variety
• (D) Depend only on the textbook order

Q6. Tyler’s evaluation step compares:

• (A) One learner with another learner, by rank in the class, by test scores alone
• (B) Teachers with each other
• (C) Learners’ actual performance with the intended objectives
• (D) School costs with school income

Q7. If evaluation shows objectives were not achieved, Tyler’s model expects the teacher to:

• (A) Lower the objectives secretly
• (B) Blame learners and move on
• (C) Hide the results from the school
• (D) Revise objectives, experiences or organisation and try again

Q8. A strength of Tyler’s model for classroom teachers is that it:

• (A) Removes the need for any testing
• (B) Gives a clear, practical link between aims, teaching and assessment
• (C) Judges programmes only by their cost, ignoring learning outcomes, for budget decisions
• (D) Works without stating any objectives

Q9. A limitation of a strict objectives-only approach is that it may:

• (A) Encourage teachers to state objectives clearly, before teaching begins
• (B) Help teachers plan assessment in advance
• (C) Miss valuable learning outcomes that were not stated in advance
• (D) Make teaching more organised

Q10. Which example follows Tyler’s model?

• (A) A teacher states learners will solve two-step equations, teaches that skill, then tests it and reviews results
• (B) A teacher sets a test with no stated aims and grades by impression
• (C) A teacher teaches from the textbook without any plan for what learners should learn
• (D) A teacher awards grades based on attendance alone

Q11. The CIPP model is mainly designed to support:

• (A) Marking a single test paper
• (B) Checking one learner's homework, against the lesson objectives
• (C) Writing one lesson plan
• (D) Decision-making about a programme at different stages

Q12. In CIPP, Context evaluation looks beyond a programme's own goals to

• (A) How smoothly each lesson is delivered
• (B) The situation it will serve, including opportunities, problems and existing provision
• (C) The final outcomes achieved by learners
• (D) The cost of textbooks alone

Q13. A school surveys local needs and resources before starting a new literacy programme. This is mainly:

• (A) Context evaluation
• (B) Process evaluation
• (C) Product evaluation
• (D) Input evaluation of staff only

Q14. Input evaluation helps a school avoid

• (A) Judging final outcomes at the end of a programme
• (B) Monitoring delivery while a programme runs
• (C) Surveying community needs before planning
• (D) Choosing a programme it cannot staff, fund or support in practice

Q15. Choosing between two possible reading schemes by comparing their materials, costs and staffing needs is an example of:

• (A) Context evaluation
• (B) Process evaluation
• (C) Input evaluation
• (D) Product evaluation of final outcomes

Q16. To monitor delivery fairly, process evaluation should draw on

• (A) Only the final test scores of learners
• (B) Several sources, such as classroom visits, records and teacher reports
• (C) Only the original plan document
• (D) Only parents' opinions after the programme ends

Q17. A programme leader visits classes, checks whether activities are happening as planned, and fixes timetable clashes. This is:

• (A) Context evaluation
• (B) Input evaluation
• (C) Process evaluation
• (D) Product evaluation of outcomes

Q18. Product evaluation should judge a programme's outcomes, including

• (A) Unintended effects as well as the intended goals
• (B) Only the programme's total cost
• (C) Only how smoothly lessons were delivered across all classes
• (D) Only the needs found before it started

Q19. At the end of a tutoring programme, a school compares learners’ progress with the programme goals and decides whether to continue it. This decision uses mainly:

• (A) Context evaluation alone
• (B) Input evaluation alone
• (C) Process evaluation alone
• (D) Product evaluation

Q20. The main advantage of CIPP over a final-results-only approach is that it:

• (A) Ignores outcomes entirely
• (B) Provides useful information at each stage, so problems can be fixed early
• (C) Removes the need for any planning
• (D) Judges only the final examination

Q21. Tyler’s model is most useful when a teacher or school wants to check:

• (A) Whether a programme's budget was spent correctly, against its accounts
• (B) How a programme was delivered each day
• (C) Whether specific learning objectives were achieved
• (D) What community needs exist before any programme

Q22. CIPP is most useful when decision-makers need information:

• (A) Only about final marks
• (B) Only about one learner's homework, for a single lesson
• (C) Only about a single test item
• (D) Before, during and after a programme, for planning, running and continuation decisions

Q23. A school that only checks final results, without looking at needs, resources or delivery, may:

• (A) Fail to explain why a programme worked or failed
• (B) Understand the programme fully
• (C) Fix delivery problems early
• (D) Choose the best resources in advance, for the next programme

Q24. Which decision best matches Context evaluation?

• (A) Deciding final grades for learners
• (B) Deciding which needs and goals a new programme should address
• (C) Fixing a timetable clash during delivery
• (D) Deciding whether to repeat a successful programme, for another year

Q25. Which decision best matches Process evaluation?

• (A) Choosing a programme before it starts, from available alternatives
• (B) Awarding certificates at the end
• (C) Setting admission criteria
• (D) Adjusting delivery while the programme is running

Q26. A headteacher who asks “Did our programme meet its goals, and should we continue it?” is asking a:

• (A) Product evaluation question
• (B) Context evaluation question
• (C) Input evaluation question
• (D) Process evaluation question about daily delivery

Q27. Tyler and CIPP both agree that evaluation should:

• (A) Be done only by outside experts
• (B) Focus only on final marks
• (C) Provide information that guides decisions and improvement
• (D) Avoid any judgement about quality

Q28. A teacher planning a single unit would most naturally use:

• (A) A full CIPP study of the whole school
• (B) Tyler’s objectives cycle for that unit’s aims, teaching and assessment
• (C) Only product evaluation of other schools, judged by their final results
• (D) No evaluation until the end of the year

Q29. A district planning a large new programme would benefit most from CIPP because it:

• (A) Examines needs, resources, delivery and outcomes in a structured way
• (B) Only checks final examination marks for the whole district at year end
• (C) Only tests one class
• (D) Avoids all decisions until the end

Q30. The key lesson from both models for a classroom teacher is to:

• (A) Test without any stated purpose
• (B) Grade by impression alone
• (C) Keep evaluation separate from teaching
• (D) Plan what to judge, gather relevant evidence, and use results to decide next steps

Q31. A grading system is a way to:

• (A) Rank learners publicly by ability, from highest to lowest
• (B) Summarise achievement in a standard, understandable form for reporting
• (C) Punish learners who score low
• (D) Replace all feedback to learners

Q32. Marks differ from grades in that marks usually:

• (A) Hide the exact score completely
• (B) Are only given at the end of the year, as a single total
• (C) Show a numerical score, while grades group scores into broader bands
• (D) Cannot be used for any reporting

Q33. A teacher converts scores of 90-100 to A, 80-89 to B, and so on. This is:

• (A) A test blueprint
• (B) A marking scheme for essays
• (C) A diagnostic procedure
• (D) A grade scale that bands numerical marks

Q34. One advantage of grades over raw marks is that grades:

• (A) Reduce small, possibly meaningless differences between close scores
• (B) Show the exact number of questions answered correctly, like raw marks
• (C) Remove all need for teacher judgement
• (D) Guarantee that all learners understand the content

Q35. One disadvantage of grades alone, without marks or comments, is that they:

• (A) Are too detailed for parents to understand, with every mark explained
• (B) Hide how close a learner was to the next band and what to improve
• (C) Take too long to calculate
• (D) Cannot be used on a report card

Q36. When setting grade boundaries, a teacher should:

• (A) Change boundaries after seeing who should pass
• (B) Keep boundaries secret from learners
• (C) Set boundaries only for strong learners
• (D) Fix boundaries in advance, based on expected achievement, and apply them consistently

Q37. A teacher who grades partly on effort, attendance and behaviour, without saying so, is unfair because:

• (A) Effort should never be recognised
• (B) Attendance should never be recorded, for any purpose, in any school record
• (C) Learners cannot know what the grade actually represents
• (D) Behaviour should never be discussed

Q38. If a school wants grades to reflect achievement in the subject, it should:

• (A) Base subject grades mainly on evidence of learning in that subject
• (B) Base grades mainly on neatness
• (C) Base grades mainly on punctuality
• (D) Base grades mainly on participation in sports, rather than subject learning

Q39. Combining several test scores into one term grade is fairer when the teacher:

• (A) Uses only the highest score
• (B) Explains the weighting of each test in advance and applies it to all learners
• (C) Changes weightings after results are known
• (D) Uses only the last test, ignoring earlier work

Q40. A learner scores 89 and another scores 90, but they receive different grades. The teacher should be ready to explain that:

• (A) The difference is meaningless and grades should be ignored, in favour of raw marks which show exact scores
• (B) The learners are of very different ability
• (C) Grade bands create a boundary, and small differences near a boundary can change the letter
• (D) The lower scorer should be punished

Q41. A good report card should give parents:

• (A) Only a rank in class
• (B) Only total marks with no subject detail, for the whole term, across all subjects
• (C) Only comments about behaviour
• (D) Clear subject results plus comments on strengths, gaps and next steps

Q42. Report card comments should be:

• (A) Specific, respectful and focused on learning and next steps
• (B) Vague and identical for every learner
• (C) Focused on personal criticism
• (D) Written only for learners who fail

Q43. Including attendance and effort separately from subject grades is good practice because it:

• (A) Makes the report longer
• (B) Hides subject achievement
• (C) Keeps subject grades as a clear record of subject learning
• (D) Removes the need for subject marks, in reporting to parents

Q44. A report that only lists marks, with no explanation of what they mean, is weak because parents may:

• (A) Understand the marks perfectly, without any explanation needed
• (B) Misunderstand what the marks show and what help is needed
• (C) Ignore the report completely
• (D) Ask for more tests immediately

Q45. When reporting a drop in a learner’s results, the teacher should:

• (A) Present the evidence calmly, explain possible reasons, and suggest support steps
• (B) Blame the learner in front of parents
• (C) Hide the drop from parents
• (D) Promise a higher grade next term regardless of learning

Q46. A term report should be based on:

• (A) One surprise test only
• (B) The learner's performance on the first day only, before teaching began
• (C) Evidence gathered across the term, not a single occasion
• (D) The teacher’s general impression alone

Q47. If parents do not understand a grade scale, the teacher should:

• (A) Tell them grades cannot be explained because the grading scale is fixed
• (B) Refuse to discuss the report
• (C) Change the grades to suit parents
• (D) Explain the scale simply, with what each band means in that subject

Q48. Confidentiality in reporting means that a learner’s results should be:

• (A) Announced to the whole class
• (B) Shared only with those who need to know, such as the learner and parents
• (C) Posted on the school noticeboard
• (D) Shared with other learners for comparison

Q49. A parent-teacher meeting about results works best when the teacher:

• (A) Begins with strengths, discusses evidence, and agrees next steps with parents
• (B) Only lists failures
• (C) Avoids showing any evidence
• (D) Decides all steps without listening to parents, following school policy alone on every decision

Q50. When parents disagree with a grade, the fair first step is to:

• (A) Refuse any discussion
• (B) Change the grade immediately, to avoid disagreement
• (C) Ignore the complaint
• (D) Show the evidence and marking basis, and review it if an error is found

Q51. Marks are most useful to parents when they are accompanied by:

• (A) No explanation at all
• (B) A comparison with the best learner only
• (C) An explanation of what was tested and what the mark means for next steps
• (D) A warning about future failure

Q52. Grades are often easier for parents to understand at a glance than raw marks because grades:

• (A) Hide all information about learning, behind a single letter
• (B) Summarise performance into familiar bands
• (C) Are always more accurate than marks
• (D) Require no explanation

Q53. The best reporting practice combines:

• (A) Marks only, with no comments
• (B) Grades only, with no marks
• (C) Ranks only, with no subject detail, for every learner
• (D) Grades or marks plus clear comments and next steps

Q54. A teacher should avoid reporting only a class rank because a rank:

• (A) Shows how the learner compares, but not what they know or need to improve
• (B) Shows what the learner has actually learned
• (C) Is always confidential
• (D) Is never understood by parents

Q55. When communicating results to parents who cannot attend school meetings, a teacher can:

• (A) Withhold the report until parents visit
• (B) Share results with neighbours instead
• (C) Use an agreed channel, such as a written report or phone discussion, keeping results private
• (D) Ask the learner to explain all grades alone, without teacher support

Q56. Language used in reports to parents should be:

• (A) Full of technical terms parents may not know, from assessment theory
• (B) Plain and clear, with any necessary terms explained
• (C) Vague to avoid difficult conversations
• (D) Focused only on negative points

Q57. A teacher who reports that a learner “is weak” without evidence or next steps has failed to:

• (A) Grade the learner fairly
• (B) Keep the report short
• (C) Protect confidentiality
• (D) Communicate usefully, because parents need evidence and guidance, not labels

Q58. Regular, brief updates during a term are better than one final report alone because they:

• (A) Let parents support learning early, while help can still make a difference
• (B) Replace final reporting entirely
• (C) Reduce the teacher's workload to zero, by replacing reports with brief notes
• (D) Guarantee higher final grades

Q59. When a learner improves from a low grade to a higher grade, reporting should:

• (A) Ignore the improvement to avoid complacency
• (B) Recognise the progress and note what helped, to sustain it
• (C) Compare the learner with the top learner only, by final grade
• (D) Focus only on remaining weaknesses

Q60. The overall purpose of grading and reporting is to:

• (A) Rank learners for public display
• (B) Punish low achievement
• (C) Communicate honestly about learning and support next steps for learners, teachers and parents
• (D) Replace teaching with testing