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  • Assessment in Education
  • Educational Psychology
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  • INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION
  • 1.1 Concepts of Test
  • 1.2 Concept of Measurement
  • 1.3 Concept of Assessment
  • 1.4 Concept of Evaluation
  • 1.5 Relationship: Measurement, Assessment and Evaluation:
  • Measurement
  • Assessment
  • Evaluation
  • 1.6 Distinction between Measurement and Assessment/Evaluation
  • 1.7 Need for Assessment:
  • 1.8 Types of Assessment
  • 2.Formative Assessment
  • 3. Summative Assessment
  • 4.Diagnostic Assessment
  • 1.9 Techniques of Assessment & Evaluation
  • Limitations of observation
  • B. Interview:
  • Limitations of Interview
  • C. The Questionnaire
  • Limitations
  • D. Test
  • E. Attitude Scales
  • F. Projective Devices
  • G. Checklist:
  • SELECTIVE TYPE TEST
  • 2.1 Alternate Response/True-False Tests
  • 2.2 Multiple choice items
  • Merits of Multiple choice items:
  • Suggestions for Construction of multiple-choice type test item:
  • 2.3 Matching Type Test
  • Characteristics of matching type Test
  • Matching type test Merits:
  • Chapter-3 SUPPLY TYPE TEST
  • 3.1 Completion Type Test
  • 3.2 Short Answer Type Test
  • 3.3 Restricted Response Test
  • Chapter-4 COMPARISON BETWEEN ESSAY TYPE AND OBJECTIVE TYPE TESTS
  • 4.1 Objective Type Tests
  • 4.2 ESSAY TYPE TEST
  • Suggestion for constructing a good essay type test
  • 4.3 Comparison Of The Essay And Objective Type Test
  • Chapter-5 TYPES OF TESTS
  • 5.2 Standardized Test:
  • 5.2 Standardization on standardized Test:
  • 5.2 Evaluation of standardized Tests:
  • 5.2 Norms and Standards:
  • 5.3 Similarities between Standardized Test and Teacher Made Test:
  • 5.4 Differences between Standardized Test and Teacher Made Test:
  • Chapter - 6 SCHOOL ASSESSMENT SYSTEM IN PAKISTAN
  • 6.2 PUNJAB EXAMINATION COMMISSION
  • 6.2 Foundation:
  • Chapter 7: CHARACTERISTICS OF A GOOD TEST
  • 7.1 Validity:
  • 7.1 Factors Affecting Validity:
  • 7.2 Reliability:
  • 7.2 Factors Influencing Reliability:
  • 7.3 Usability:
  • 7.4 Objectivity
  • Chapter - 8
  • 8.1 Planning of the Test
  • 8.2 Purpose of the Test
  • 8.3 Table of Specification
  • 8.4 Selection of Appropriate Test item
  • 8.5 The preparation of a set of relevant test items:
  • 8.6 Assembling the Test
  • 8.6 Preparing Directions for the Test:
  • 8.7Administering the Test
  • 8.8 Scoring the Test
  • A test format that requires the student to match a series of responses with corresponding terms in stimulus list is called?
  • Value that divides the data into two equal parts is?
  • The test measures what we intend to measure. This quality is called?
  • The length of a test is an important factor in obtaining a representative?
  • Median of 1,2,4,5,2,3 is?
  • The test made to compare performance of a student with other students is called?
  • The summative evaluation is used?
  • The appearance of normal curve resembles with?
  • The alternative name of the Table of Specification is?
  • Table of Specification helps in?
  • To assess achievement at the end of instruction is?
  • Vast of all in scope?
  • The least in scope is?
  • Running description of active behavior of a student as observed by the teacher is?
  • A test very popular with class room teacher is?
  • Frequently used evaluation tools of summative evaluation are?
  • The most commonly used correction formula to predict and control guessing is?
  • The summative evaluation is?
  • The difference between maximum and minimum values is?
  • The number of score lying in a class interval is?
  • A multiple choice question is composed of question referred as?
  • In a norm referenced test which item is best?
  • Which question has increasing objectivity of marking?
  • The most widely used format on standardized test in USA is?
  • Which questions are difficult to mark with reliability?
  • Projective techniques are used to measure?
  • Test meant for prediction on a certain criterion are called?
  • Kuder Richardson method is used to estimate?
  • Instrument used for measuring sample of behavior is?
  • Performance is limited to quantitative description of pupil's?
  • The purpose of the evaluation is to make?
  • The purpose of evaluation is to make judgment about educational?
  • Evaluation that monitors learning progress is?
  • A formal and systematic procedure of getting information is?
  • A formal and systematic procedure of getting information is?
  • The process of obtaining numerical value is?
  • A sum of questions is?
  • The first step in measurement is?
  • The purpose of formative evaluation is?
  • Alternative response item is?
  • How many columns matching items have?
  • The item in the column for which a match is sought is?
  • Identifying relationship between two things is demonstrated by?
  • The statement of problem in M.C.Qs is?
  • The correct option in M.C.Q is?
  • The incorrect options in M.C.Q are?
  • The most widely applicable test item is?
  • The type of essay item in which contents are limited is?
  • The ability to select, organize, integrate and evaluate ideas is demonstrated by?
  • The I.Q of a student having twelve years mental age and ten years physical age will be?
  • The quality of test that measures “what it claims to measure” is:
  • The characteristic of a test to discriminate between high achievers and low achievers is?
  • If the scoring of the test is not affected by any factor, quality of test is called?
  • The quality of test to give same scores when administered at different occasions is?

The incorrect options in M.C.Q are?

The incorrect options in M.C.Q are?

(a) Answer
(b) Premise
(c) Response
(d) Destructor

✅ Correct Answer: (d) Destructor
Explanation: Distractors (destructors) are the incorrect options used to test understanding.

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