Pedagogy

Correct answer: B

I is incorrect: Formal operational reasoning → Reasoning about abstract possibilities and hypotheses. It goes beyond directly observable examples. II is incorrect: Proximodistal development → Developmental progression from the centre towards extremities. Control of the arm tends to precede fine finger coordination.

Correct answer: C

It is especially salient during adolescence.

Correct answer: A

I is incorrect: Egocentrism in early childhood → Difficulty taking another person's perspective. It is a cognitive limitation, not simply selfishness. II is incorrect: Object permanence → Understanding that objects continue to exist when unseen. It develops during infancy in Piaget's account.

Correct answer: B

Support is reduced as competence increases.

Correct answer: A

I is incorrect: Identity development → Formation of a coherent sense of self. It is especially salient during adolescence. II is correct: Secure attachment → A relationship supporting safety and exploration. A reliable caregiver can serve as a secure base.

Correct answer: A

Control of the arm tends to precede fine finger coordination.

Correct answer: B

I is correct: Private speech → Self-directed speech supporting thought or action. It can help a child regulate activity. II is correct: Maturation → Biologically influenced developmental change. It interacts with experience and environment.

Correct answer: A

Infant head control generally precedes control of lower regions.

Correct answer: B

I is correct: Scaffolding → Temporary support adjusted to learner need. Support is reduced as competence increases. II is incorrect: Formal operational reasoning → Reasoning about abstract possibilities and hypotheses. It goes beyond directly observable examples.

Correct answer: B

I is correct: Maturation → Biologically influenced developmental change. It interacts with experience and environment. II is incorrect: Identity development → Formation of a coherent sense of self. It is especially salient during adolescence.

Correct answer: C

I is correct: Explicit criteria with performance levels → Rubric. It makes expectations and judgement more transparent. II is incorrect: An MCQ wrong option attracting no students → Non-functioning distractor. It may be too implausible to reveal a misconception.

Correct answer: D

I is incorrect: Judging performance against a stated standard → Criterion-referenced interpretation. The learner is compared with criteria rather than peers. II is incorrect: A pre-unit check locating specific gaps → Diagnostic assessment. It identifies needs before or during targeted instruction.

Correct answer: B

The activity resembles meaningful application.

Correct answer: C

I is correct: Students giving criterion-based feedback to classmates → Peer assessment. Clear criteria and respectful routines improve its usefulness. II is correct: A collection showing work and progress over time → Portfolio assessment. Selection and reflection can document development.

Correct answer: B

Item difficulty depends partly on the examinees and context.

Correct answer: D

I is incorrect: Explicit criteria with performance levels → Rubric. It makes expectations and judgement more transparent. II is correct: Assessment influenced by irrelevant language complexity → Construct-irrelevant variance. Reading difficulty can distort a test intended to measure another skill.

Correct answer: C

It identifies needs before or during targeted instruction.

Correct answer: A

I is incorrect: A task requiring real-world use of learning → Authentic assessment. The activity resembles meaningful application. II is incorrect: Assessment producing consistent results under comparable conditions → Reliability. Consistency is necessary but does not by itself establish validity.

Correct answer: B

Selection and reflection can document development.

Correct answer: C

I is incorrect: Judging performance against a stated standard → Criterion-referenced interpretation. The learner is compared with criteria rather than peers. II is correct: A brief check used to adjust the next lesson → Formative assessment. Evidence is used during learning to improve instruction.

Correct answer: A

Clear criteria and respectful routines improve its usefulness.

Correct answer: B

I is incorrect: Assessment influenced by irrelevant language complexity → Construct-irrelevant variance. Reading difficulty can distort a test intended to measure another skill. II is incorrect: An end-of-course judgement of achievement → Summative assessment. Its primary purpose is reporting attained learning.

Correct answer: D

The result describes relative standing.

Correct answer: A

I is correct: Students judging their own work against criteria → Self-assessment. It can develop monitoring and responsibility. II is incorrect: Assessment producing consistent results under comparable conditions → Reliability. Consistency is necessary but does not by itself establish validity.

Correct answer: C

I is incorrect: Assessment measuring the intended construct → Validity. A score must support its intended interpretation and use. II is correct: A brief check used to adjust the next lesson → Formative assessment. Evidence is used during learning to improve instruction.