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Assam TET LP study materials
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Assam TET LP practice questions

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Question 1Child Development and Pedagogy

According to Piaget's theory of cognitive development, which stage is characterised by the child's ability to conserve quantity and perform reversible mental operations on concrete objects?

  1. Concrete operational stage Correct answer.
  2. Sensorimotor stage
  3. Preoperational stage
  4. Formal operational stage

Explanation

In Piaget's scheme, conservation of number, mass and volume, and reversible mental operations on concrete materials, emerge during the concrete operational stage, roughly from seven to eleven years. The sensorimotor stage relies on sensory and motor action, the preoperational stage is marked by egocentrism and irreversibility, and formal operations involve abstract hypothetical reasoning.

Question 2Child Development and Pedagogy

A teacher notices that a Class V child can now understand that a ball of clay keeps the same amount when reshaped into a long roll. This change is best explained by the development of:

  1. Egocentric speech
  2. Conservation Correct answer.
  3. Reflexive imitation
  4. Object permanence

Explanation

Conservation is the understanding that certain properties of an object, such as mass or quantity, remain unchanged despite changes in its appearance. Recognising that a reshaped clay ball holds the same amount is a classic indicator of this understanding. The other options refer to achievements of infancy or the preoperational period.

Question 3Child Development and Pedagogy

Vygotsky's concept of the Zone of Proximal Development (ZPD) is most directly useful to a teacher when she plans to:

  1. Provide scaffolded tasks just beyond the child's independent level Correct answer.
  2. Reduce all peer interaction during lessons
  3. Test only tasks the child can already do alone
  4. Group children strictly by chronological age

Explanation

The ZPD is the gap between what a learner can do independently and what the learner can do with guidance from a more capable person. Instruction is most effective when it targets tasks within this zone and provides temporary scaffolding. Tasks already mastered or far beyond reach do not exploit the ZPD.

Question 4Child Development and Pedagogy

Kohlberg's stage of 'good boy–good girl' orientation, where a child seeks approval and avoids disapproval from others, belongs to which level of moral reasoning?

  1. Conventional level Correct answer.
  2. Amoral level
  3. Pre-conventional level
  4. Post-conventional level

Explanation

Kohlberg's conventional level includes interpersonal concordance, often called the good boy–good girl orientation, in which moral decisions are guided by social approval and maintaining relationships. The pre-conventional level is driven by punishment and self-interest, while the post-conventional level appeals to universal ethical principles.

Question 5Child Development and Pedagogy

In Erikson's psychosocial theory, the primary developmental task of adolescence is best described as resolving the crisis of:

  1. Trust versus mistrust
  2. Industry versus inferiority
  3. Generativity versus stagnation
  4. Identity versus role confusion Correct answer.

Explanation

Erikson placed identity versus role confusion at adolescence, when young people explore values, roles and self-definition. Trust versus mistrust belongs to infancy, industry versus inferiority to middle childhood, and generativity versus stagnation to middle adulthood.

Question 6Child Development and Pedagogy

A child who says 'I goed to school' is most likely demonstrating:

  1. Overgeneralisation of a grammatical rule Correct answer.
  2. Delayed phonological development
  3. A language disorder requiring remediation
  4. Complete absence of grammatical knowledge

Explanation

Errors such as 'goed' show that the child has internalised the regular past-tense rule and is applying it beyond the irregular forms. This overgeneralisation is a normal sign of active rule construction in language acquisition. It typically resolves as the child hears and stores irregular forms.

Question 7Child Development and Pedagogy

Chomsky's concept of a Language Acquisition Device (LAD) proposes that children acquire language because of:

  1. Imitation of adult speech patterns
  2. Reinforcement of correct utterances by caregivers
  3. Explicit grammar instruction in school
  4. An innate capacity for acquiring grammar Correct answer.

Explanation

Chomsky argued that humans are born with an innate language faculty that enables rapid grammar acquisition from limited input. This contrasts with behaviourist accounts that explain language through reinforcement and imitation. The LAD concept is central to nativist theory.

Question 8Child Development and Pedagogy

A student performs well in mathematics but struggles in reading comprehension. This pattern best illustrates the principle that:

  1. Learning difficulties always indicate low intelligence
  2. Intelligence is a single general factor
  3. Abilities can be uneven and domain-specific Correct answer.
  4. Development is uniform across all domains

Explanation

Development and ability are not uniform; a child may show strength in one domain and difficulty in another. This supports the view of multiple or specific abilities rather than a single global factor. It also cautions against equating a specific difficulty with low overall intelligence.

Question 9Child Development and Pedagogy

Which of the following is the best example of a formative assessment practice in a primary classroom?

  1. Using a checklist during a lesson to note pupils' understanding Correct answer.
  2. Awarding grades only at the end of the year
  3. Conducting a final annual examination
  4. Publishing rank lists after each term

Explanation

Formative assessment occurs during learning to inform teaching and provide feedback. A checklist used while a lesson unfolds allows the teacher to adjust instruction immediately. Examinations, rank lists and end-of-year grades are summative because they judge achievement after learning.

Question 10Child Development and Pedagogy

A teacher asks learners to maintain a folder of their own work, select pieces they are proud of, and reflect on how their work has changed over a term. This practice is best described as:

  1. Norm-referenced testing
  2. Portfolio assessment Correct answer.
  3. Anecdotal record keeping
  4. Aptitude testing

Explanation

Portfolio assessment involves the systematic collection of a learner's work over time, often with self-selection and reflection. It supports self-assessment and shows growth rather than comparing learners with one another. Norm-referenced and aptitude tests serve different purposes.

Question 11Child Development and Pedagogy

Which of the following best reflects the principle of inclusive education in the Assam TET context?

  1. Separating children with disabilities into special schools
  2. Providing equal learning opportunities with adaptations for diverse learners Correct answer.
  3. Restricting enrolment to children who pass an entrance test
  4. Teaching only in the regional language

Explanation

Inclusive education means that all children, including those with disabilities or diverse needs, learn together in regular classrooms with appropriate adaptations and support. It does not mean segregation or exclusionary selection. Inclusion values diversity and removes barriers to participation.

Question 12Child Development and Pedagogy

A child with dyslexia is most likely to experience difficulty in:

  1. Physical coordination during games
  2. Decoding printed words and spelling Correct answer.
  3. Solving mental arithmetic problems
  4. Understanding spoken instructions

Explanation

Dyslexia is a specific learning disability that primarily affects accurate and fluent word reading and spelling. It reflects difficulty in phonological processing rather than general intelligence. Other areas such as spoken comprehension and arithmetic may be relatively intact.

Question 13Child Development and Pedagogy

According to Gardner's theory of multiple intelligences, a child who is skilled at understanding others' feelings and motivations shows high:

  1. Logical-mathematical intelligence
  2. Musical intelligence
  3. Interpersonal intelligence Correct answer.
  4. Bodily-kinesthetic intelligence

Explanation

Interpersonal intelligence refers to the capacity to perceive and understand the emotions, intentions and motivations of other people. It is distinct from intrapersonal intelligence, which concerns understanding oneself. Gardner proposed these as separate intelligences.

Question 14Child Development and Pedagogy

A teacher rewards a pupil with stars for completing homework. Over time, the pupil begins doing homework only when stars are promised. This phenomenon is best explained as:

  1. Observational learning of aggression
  2. Classical conditioning of a reflex
  3. Intrinsic motivation strengthening
  4. Overjustification effect reducing intrinsic motivation Correct answer.

Explanation

The overjustification effect occurs when an external reward undermines a person's intrinsic interest in an activity. When the reward becomes the main reason for acting, the activity is performed mainly for the reward. This illustrates the potential harm of excessive extrinsic reinforcement.

Question 15Child Development and Pedagogy

Which of the following best illustrates the use of a mnemonic strategy to aid memory?

  1. Reading a chapter twice
  2. Copying notes neatly
  3. Using the acronym VIBGYOR to remember the colours of the rainbow Correct answer.
  4. Repeating a list aloud many times

Explanation

A mnemonic organises information into a memorable pattern, such as an acronym, rhyme or imagery, to aid later recall. VIBGYOR encodes the sequence of rainbow colours. Rote repetition and recopying are less structured memory aids.

Question 16Child Development and Pedagogy

A teacher wants to help pupils transfer a mathematical concept to new situations. Which approach is most likely to promote transfer?

  1. Restricting practice to one familiar context
  2. Testing only memorised formulas
  3. Drilling a single procedure repeatedly
  4. Teaching underlying principles with varied examples Correct answer.

Explanation

Transfer is more likely when learners grasp underlying principles and encounter varied examples that reveal the concept's range. This supports generalisation beyond the original context. Narrow drilling and single-context practice tend to produce rigid, context-bound learning.

Question 17Child Development and Pedagogy

In the context of intelligence testing, a test is said to be reliable when it:

  1. Measures what it claims to measure
  2. Uses a large number of items
  3. Is administered only by trained psychologists
  4. Produces consistent results across repeated administrations Correct answer.

Explanation

Reliability refers to the consistency and stability of a test's results over repeated administrations or across equivalent forms. Validity, by contrast, concerns whether the test measures what it intends to measure. A test can be reliable without being valid.

Question 18Child Development and Pedagogy

A child's mental age is 10 years and chronological age is 8 years. What is the child's Intelligence Quotient (IQ) using the ratio formula?

  1. 100
  2. 125 Correct answer.
  3. 120
  4. 80

Explanation

The ratio IQ formula is (mental age divided by chronological age) multiplied by 100. Here 10 divided by 8 equals 1.25, and multiplying by 100 gives 125. An IQ of 100 would indicate mental age equal to chronological age.

Question 19Child Development and Pedagogy

Which of the following best describes the concept of 'scaffolding' in the classroom?

  1. Assigning tasks far above the child's level
  2. Permanent removal of all teacher support
  3. Testing pupils without any guidance
  4. Temporary support that is gradually withdrawn as competence grows Correct answer.

Explanation

Scaffolding, derived from Vygotskian theory, provides structured support that is adjusted and withdrawn as the learner gains independence. The goal is to move the learner toward autonomous performance. Permanent support prevents independence, while tasks far beyond reach cause frustration.

Question 20Child Development and Pedagogy

A child who can classify objects by a single feature but cannot simultaneously understand that a person can be both a girl and a sister is showing difficulty with:

  1. Class inclusion Correct answer.
  2. Reversible thinking about number
  3. Conservation of mass
  4. Object permanence

Explanation

Class inclusion is the ability to understand that a subordinate class is part of a broader class and that an object can belong to more than one category at once. Difficulty with this is typical of the preoperational stage. Conservation and object permanence are separate concepts.

Question 21Child Development and Pedagogy

Which of the following is the most appropriate way for a teacher to support a child who is shy and hesitant to participate in class activities?

  1. Providing a safe, gradual space to participate with encouragement Correct answer.
  2. Forcing the child to speak before the whole class immediately
  3. Ignoring the child completely
  4. Publicly reprimanding the child for silence

Explanation

Shy children benefit from gradual, supportive opportunities to participate, such as small-group or paired work before whole-class speaking. This builds confidence without pressure. Reprimanding, ignoring, or forcing immediate public speaking can increase anxiety and withdrawal.

Question 22Child Development and Pedagogy

Development proceeds from head to foot and from the centre of the body outward. These principles are known respectively as:

  1. Proximodistal and cephalocaudal
  2. Cephalocaudal and differentiation
  3. Integration and differentiation
  4. Cephalocaudal and proximodistal Correct answer.

Explanation

The cephalocaudal principle states that development proceeds from head to tail, while the proximodistal principle states that it proceeds from the centre of the body toward the extremities. These describe typical patterns of physical growth and motor development. Differentiation and integration are separate developmental principles.

Question 23Child Development and Pedagogy

A teacher uses a story, a group discussion and a hands-on activity to teach the same concept to Class IV pupils. This practice is best justified by the principle that:

  1. Only one method is ever effective
  2. Learners differ in learning styles and needs Correct answer.
  3. All children learn at the same pace
  4. Assessment should replace instruction

Explanation

Using multiple approaches responds to the reality that learners differ in strengths, preferences and pace. This supports more equitable access to the concept. The assumption of uniform pace or a single effective method contradicts established understanding of individual differences.

Question 24Child Development and Pedagogy

A pupil who consistently attributes failure to lack of ability rather than to effort is likely to develop:

  1. Increased persistence
  2. Strong intrinsic motivation
  3. High self-efficacy
  4. Learned helplessness Correct answer.

Explanation

Attributing failure to stable, uncontrollable causes such as lack of ability can lead to learned helplessness, where the learner stops trying. In contrast, attributing outcomes to effort supports persistence and self-efficacy. This reflects attribution theory in motivation.

Question 25Child Development and Pedagogy

Which of the following best describes the role of a teacher as a facilitator in a constructivist classroom?

  1. Testing pupils only through written examinations
  2. Controlling every step of the learning process
  3. Guiding learners to construct knowledge through exploration and reflection Correct answer.
  4. Transmitting information through lectures only

Explanation

In constructivist classrooms, the teacher facilitates by designing experiences, posing questions and guiding reflection so learners build understanding actively. This contrasts with a purely transmission model. The teacher supports rather than dictates every step.

Question 26Child Development and Pedagogy

According to Piaget's theory of cognitive development, which ability first becomes established during the concrete operational stage?

  1. Hypothetico-deductive reasoning
  2. Object permanence
  3. Egocentric speech as the main form of communication
  4. Conservation of mass and volume Correct answer.

Explanation

In the concrete operational stage, roughly ages 7 to 11, children master conservation, reversibility and classification of concrete materials. Object permanence belongs to the sensorimotor stage, while hypothetico-deductive reasoning appears in the formal operational stage. Egocentric speech dominates the preoperational years.

Question 27Child Development and Pedagogy

Vygotsky's Zone of Proximal Development (ZPD) is best described as the gap between what a learner can do independently and:

  1. What the learner can do on a standardised intelligence test
  2. What the learner can do after a full year of formal schooling
  3. What the learner could do in an earlier developmental stage
  4. What the learner can do with adult or peer guidance Correct answer.

Explanation

The ZPD refers to tasks a child cannot yet manage alone but can complete with the support of a more competent adult or peer. It is the space in which scaffolding is most effective. It is defined relative to assisted performance, not past stages or test scores.

Question 28Child Development and Pedagogy

Kohlberg's 'pre-conventional' level of moral reasoning is characterised by decisions made on the basis of:

  1. Social approval and maintaining good relations
  2. Punishment, obedience and personal reward Correct answer.
  3. Universal ethical principles of justice
  4. Legal contracts and social order

Explanation

At the pre-conventional level, moral judgements are guided by avoiding punishment and gaining rewards for oneself. Social approval belongs to the conventional level, and universal principles to the post-conventional level. Legal contracts and social order are also conventional concerns.

Question 29Child Development and Pedagogy

Erikson's psychosocial theory places the crisis of 'industry versus inferiority' in which stage of development?

  1. Early childhood
  2. Adolescence
  3. Middle childhood, around school age Correct answer.
  4. Infancy

Explanation

Industry versus inferiority arises during middle childhood, when children seek competence through school, play and peer tasks. Failure to gain competence can generate feelings of inferiority. Infancy centres on trust versus mistrust, early childhood on initiative versus guilt, and adolescence on identity versus role confusion.

Question 30Child Development and Pedagogy

A Class V teacher begins a lesson by asking pupils what they already know about the water cycle and notes their responses on the board. This practice mainly serves to:

  1. Compare pupils against one another publicly
  2. Test pupils' spelling of scientific terms
  3. Award marks for classroom participation
  4. Activate prior knowledge and diagnose existing misconceptions Correct answer.

Explanation

Eliciting prior knowledge helps the teacher build new learning on existing schemas and identify misconceptions to address. It is a diagnostic and instructional step, not an assessment of spelling or a ranking exercise. Public comparison of pupils is discouraged in child-centred pedagogy.

Question 31Child Development and Pedagogy

A pupil in Class IV can solve addition problems with counters but cannot yet do the same sums mentally. According to Vygotsky, this pupil is best helped by:

  1. Being asked to solve harder problems alone without help
  2. Being given only worksheets to practise independently
  3. Receiving guided support that is gradually withdrawn as competence grows Correct answer.
  4. Being placed in a lower class until mental arithmetic is mastered

Explanation

The pupil is working within the ZPD, where temporary, gradually withdrawn guidance moves the learner toward independent performance. This is the essence of scaffolding. Withholding help or demoting the child ignores the potential the ZPD describes.

Question 32Child Development and Pedagogy

A teacher notices that a child can sort leaves by colour but cannot simultaneously sort them by colour and size. In Piagetian terms, the child is most likely at the:

  1. Preoperational stage Correct answer.
  2. Sensorimotor stage
  3. Concrete operational stage
  4. Formal operational stage

Explanation

Difficulty with multiple classification and centration on one feature at a time are hallmarks of the preoperational stage. Concrete operational children can classify by more than one dimension, and formal operational learners can reason abstractly. Sensorimotor children are not yet using symbolic sorting at all.

Question 33Child Development and Pedagogy

A teacher asks pupils to explain their reasoning aloud while solving a subtraction problem and then to compare their method with a classmate's. This strategy mainly supports:

  1. Competitive ranking among pupils
  2. Reducing the amount of instructional time needed
  3. Rote memorisation of the subtraction algorithm
  4. Metacognition and self-regulated learning Correct answer.

Explanation

Verbalising reasoning and comparing strategies encourage pupils to monitor and regulate their own thinking, which is metacognition. The activity supports understanding rather than rote recall, and it is collaborative rather than competitive.

Question 34Child Development and Pedagogy

In Bandura's social learning theory, a child learning to share by observing a respected elder being praised for sharing is an example of:

  1. Classical conditioning through association
  2. Punishment by removal of privileges
  3. Negative reinforcement
  4. Vicarious reinforcement Correct answer.

Explanation

Vicarious reinforcement occurs when a learner observes another person being rewarded and changes their own behaviour accordingly. Classical conditioning involves pairing stimuli, while negative reinforcement and punishment operate directly on the learner's own behaviour.

Question 35Child Development and Pedagogy

A teacher who wants to reduce a pupil's habit of calling out answers without raising a hand should most appropriately:

  1. Send the pupil out of the class each time an answer is called out
  2. Praise the pupil whenever the hand is raised and ignore minor call-outs Correct answer.
  3. Announce the pupil's name on the class board as a warning
  4. Withhold marks in all subjects for a week

Explanation

Reinforcing the desired behaviour while minimising attention to the minor undesired behaviour follows the principle of positive reinforcement and extinction. Public shaming and collective punishment are psychologically harmful and unrelated to the target behaviour.

Question 36Child Development and Pedagogy

A pupil who believes that intelligence is a fixed trait is most likely to:

  1. Persist longer after repeated failure
  2. Avoid difficult tasks for fear of appearing incapable Correct answer.
  3. Seek challenging tasks to develop new skills
  4. View effort as the main route to improvement

Explanation

A fixed or entity view of intelligence leads learners to protect their self-image by avoiding situations that might expose low ability. A growth mindset, by contrast, promotes persistence and the seeking of challenge. Effort is seen as worthwhile mainly by those holding an incremental view.

Question 37Child Development and Pedagogy

Which classroom practice best supports the development of intrinsic motivation in primary pupils?

  1. Offering prizes for every completed worksheet
  2. Threatening extra homework for incomplete work
  3. Displaying a public rank list after each test
  4. Giving pupils some choice in the topic or method of a project Correct answer.

Explanation

Intrinsic motivation grows when learners experience autonomy, competence and interest in the task. Offering meaningful choice supports autonomy, whereas prizes, public ranking and threats are extrinsic or controlling and can undermine interest.

Question 38Child Development and Pedagogy

A teacher planning a lesson for a mixed-ability Class III decides to give different reading passages and tasks to different groups while all work toward the same learning objective. This is best described as:

  1. Summative evaluation
  2. Whole-class lecturing
  3. Differentiated instruction Correct answer.
  4. Peer tutoring

Explanation

Differentiated instruction adapts content, process or product to learner readiness while keeping the learning goal common. Summative evaluation judges learning at the end of a unit, and peer tutoring and lecturing are single teaching formats rather than planned differentiation.

Question 39Child Development and Pedagogy

A child's development proceeds in a relatively orderly and predictable sequence, though the rate may vary between children. This principle is known as:

  1. Development is entirely determined by heredity
  2. Development is always uniform in rate
  3. Development follows a sequential and orderly pattern Correct answer.
  4. Development stops after early childhood

Explanation

Developmental sequences such as sitting before walking are orderly and predictable, yet the pace differs across children. Development is neither perfectly uniform nor purely hereditary, and it continues through life.

Question 40Child Development and Pedagogy

The 'nature versus nurture' debate in child development concerns the relative contribution of:

  1. Biological inheritance and environmental experience Correct answer.
  2. Reward and punishment
  3. Formal schooling and informal learning
  4. Language and thought

Explanation

Nature refers to genetic inheritance, while nurture refers to environmental influences such as family, school and culture. The debate addresses their interaction in shaping development. The other pairs describe distinct educational or psychological issues, not the nature-nurture question.

Question 41Child Development and Pedagogy

A teacher observes that a pupil's attention wanders during long lectures but improves during short, varied activities. This observation best supports which instructional decision?

  1. Increasing the amount of written homework
  2. Extending lecture time to build endurance
  3. Removing all group activities from the timetable
  4. Breaking lessons into shorter, varied segments Correct answer.

Explanation

Primary pupils have limited sustained attention spans, so short, varied activities maintain engagement. Lengthening lectures or removing activity-based learning would worsen the problem, and more homework does not address attention in class.

Question 42Child Development and Pedagogy

Which of the following is the clearest example of a child using a 'private speech' strategy to regulate behaviour, as Vygotsky described?

  1. A pupil copies answers from a friend's notebook
  2. A pupil silently reads a passage set by the teacher
  3. A pupil asks the teacher for help with a sum
  4. A pupil mutters 'first fold, then press' while making a paper boat Correct answer.

Explanation

Private speech is self-directed talk that guides one's own actions and later becomes inner speech. Muttering step-by-step instructions while working is a classic example. Silent reading, asking the teacher and copying are not self-regulatory private speech.

Question 43Child Development and Pedagogy

A pupil consistently avoids group work and prefers to work alone. From the perspective of social-emotional development, the teacher should first:

  1. Discuss the pupil's feelings and gradually build small, supported group experiences Correct answer.
  2. Publicly announce that the pupil dislikes teamwork
  3. Force the pupil into a large group without preparation
  4. Conclude that the pupil is academically weak

Explanation

Understanding the pupil's feelings and providing gradual, supported social experiences respects social-emotional development and builds confidence. Forcing participation or public labelling can increase anxiety, and preference for solitary work says nothing about academic ability.

Question 44Child Development and Pedagogy

A child who is consistently criticised in front of classmates and told that she 'will never learn' is most at risk of developing:

  1. Learned helplessness and low self-esteem Correct answer.
  2. High self-efficacy
  3. Stronger peer relationships
  4. Increased intrinsic motivation

Explanation

Repeated negative messages about ability can lead children to believe that effort is futile, producing learned helplessness and damaged self-esteem. Such criticism does not build efficacy, motivation or peer bonds.

Question 45Child Development and Pedagogy

A teacher uses a running record of each pupil's oral reading errors and self-corrections to plan the next day's reading groups. This assessment is best classified as:

  1. Aptitude testing for stream placement
  2. Summative assessment used for grading
  3. Norm-referenced standardised testing
  4. Formative assessment used to guide instruction Correct answer.

Explanation

Running records are collected during learning to inform immediate teaching decisions, which makes them formative. They are not end-of-term grading tools, standardised norm-referenced tests or aptitude measures for streaming.

Question 46Child Development and Pedagogy

A teacher wants to compare a pupil's performance with that of a large, representative group of same-age pupils. The most appropriate instrument is:

  1. A criterion-referenced classroom quiz
  2. An anecdotal record maintained by the teacher
  3. A norm-referenced standardised test Correct answer.
  4. A portfolio of the pupil's best work

Explanation

Norm-referenced tests are designed to position an individual's score relative to a defined comparison group. Criterion-referenced quizzes compare performance to set criteria, while portfolios and anecdotal records are qualitative and not standardised.

Question 47Child Development and Pedagogy

A teacher finds that a child's low score on a mathematics test is mainly due to difficult language in the word problems rather than weak mathematical reasoning. This is an example of a threat to:

  1. Test administration time
  2. Inter-rater scoring
  3. Test validity Correct answer.
  4. Test reliability

Explanation

Validity concerns whether a test measures what it claims to measure. If reading difficulty depresses scores, the test is measuring language ability as well as mathematics, weakening construct validity. Reliability concerns consistency, and administration time and inter-rater scoring are separate issues.

Question 48Child Development and Pedagogy

A teacher wants to reduce test anxiety among Class V pupils before an annual examination. The most defensible strategy is to:

  1. Inform pupils that failure will lead to detention
  2. Avoid giving any information about the examination format
  3. Announce that results will be read aloud in class order
  4. Provide practice with similar question formats and teach relaxation and time-management Correct answer.

Explanation

Familiarity with question formats and coping strategies such as relaxation and time management reduce uncertainty and anxiety. Threats, public ranking and withholding information increase stress and are inconsistent with supportive assessment practice.

Question 49Child Development and Pedagogy

A pupil who fails a class test says, 'The paper was too hard and the teacher did not teach that part.' According to attribution theory, this pupil is making an attribution that is:

  1. Internal, stable and controllable
  2. External, stable and controllable
  3. External, unstable and uncontrollable Correct answer.
  4. Internal, unstable and controllable

Explanation

Blaming the difficulty of the paper or the teacher's coverage is an external attribution, varies across tasks, and lies outside the pupil's control. Internal attributions would refer to the pupil's own ability or effort. This pattern protects self-esteem but may reduce personal responsibility for improvement.

Question 50Child Development and Pedagogy

A teacher designs a group activity in which each pupil is responsible for one part of a joint poster and must explain that part to the group. This design primarily promotes:

  1. Passive listening to the teacher
  2. Competitive individual ranking
  3. Rote memorisation through repetition
  4. Positive interdependence and individual accountability in cooperative learning Correct answer.

Explanation

Assigning each member a distinct, explainable part creates positive interdependence and individual accountability, the core features of cooperative learning. The design is neither rote repetition nor competition, and it requires active participation rather than passive listening.