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Bihar STET Paper 2 study materials
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Bihar STET Paper 2 practice questions

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Question 1Child Development and Pedagogy

According to Piaget, a child who can classify objects by more than one attribute and understands conservation of mass is most likely in which stage of cognitive development?

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

Explanation

Conservation and multiple-attribute classification are hallmarks of the concrete operational stage, roughly ages seven to eleven. At this stage children reason logically about tangible objects but still struggle with abstract hypothetical reasoning.

Question 2Child Development and Pedagogy

Vygotsky's concept of the zone of proximal development refers to the gap between what a learner can do independently and what the learner can do:

  1. Only through rote memorisation
  2. With guidance from a more capable person Correct answer.
  3. After formal schooling ends
  4. Without any prior knowledge

Explanation

The zone of proximal development is the range of tasks a child cannot yet do alone but can accomplish with scaffolding from a teacher or more knowledgeable peer. Instruction is most effective when aimed at this zone.

Question 3Child Development and Pedagogy

A teacher notices that a student who was once praised for every correct answer now stops attempting difficult sums. Which concept best explains this decline?

  1. Maturation of fine motor skills
  2. Over-reliance on extrinsic reward reducing intrinsic motivation Correct answer.
  3. Observational learning through modelling
  4. Classical conditioning of a reflex

Explanation

Constant external praise can shift a learner's reason for working from interest to reward, weakening intrinsic motivation and persistence on hard tasks. This is a recognised risk of indiscriminate extrinsic reinforcement.

Question 4Child Development and Pedagogy

Which sequence correctly reflects the order of the first three stages in Erikson's psychosocial theory?

  1. Initiative versus guilt, industry versus inferiority, identity versus role confusion
  2. Trust versus mistrust, autonomy versus shame, initiative versus guilt Correct answer.
  3. Autonomy versus shame, trust versus mistrust, industry versus inferiority
  4. Trust versus mistrust, initiative versus guilt, autonomy versus shame

Explanation

Erikson's first three psychosocial crises are trust versus mistrust in infancy, autonomy versus shame and doubt in early childhood, and initiative versus guilt in the preschool years. Each stage builds on resolution of the previous one.

Question 5Child Development and Pedagogy

In Kohlberg's theory, a child who says an action is wrong because it will lead to punishment is reasoning at which level?

  1. Pre-conventional Correct answer.
  2. Post-conventional
  3. Universal ethical
  4. Conventional

Explanation

Reasoning based on avoiding punishment and gaining rewards belongs to the pre-conventional level. Conventional reasoning focuses on social approval and rules, while post-conventional reasoning appeals to universal principles.

Question 6Child Development and Pedagogy

Which of the following best describes the difference between formative and summative assessment?

  1. Formative is used only for promotion; summative only for feedback
  2. Formative guides ongoing learning; summative judges achievement at the end Correct answer.
  3. Formative measures intelligence; summative measures attitude
  4. Formative is always written; summative is always oral

Explanation

Formative assessment is conducted during instruction to inform teaching and learning, whereas summative assessment occurs at the end of a unit or term to certify achievement. The distinction lies in purpose and timing, not in the mode of testing.

Question 7Child Development and Pedagogy

A child who has just begun to use words like 'mama' and 'dada' meaningfully is most likely at which language milestone?

  1. Telegraphic speech around thirty months
  2. Two-word combinations around twenty-four months
  3. First words around twelve months Correct answer.
  4. Metalinguistic awareness around five years

Explanation

Meaningful first words typically appear around the end of the first year, marking the transition from babbling to symbolic language. Two-word combinations and telegraphic speech emerge later.

Question 8Child Development and Pedagogy

Which statement best captures the meaning of inclusive education in the context of the Bihar STET classroom?

  1. Children with disabilities are taught separately until they are ready
  2. Inclusion means giving every child identical tasks and materials
  3. All children learn together in a common environment with support matched to their needs Correct answer.
  4. Only children who pass an entry test are admitted to mainstream classes

Explanation

Inclusive education means that children with diverse needs learn alongside peers in a common setting, with adaptations and support that remove barriers to participation. It does not mean identical treatment or prior segregation.

Question 9Child Development and Pedagogy

A teacher wants to reduce a student's habit of shouting answers without raising a hand. Which strategy reflects negative reinforcement?

  1. Making the student write an apology each time
  2. Removing a disliked extra task when the student raises a hand before answering Correct answer.
  3. Ignoring the student completely for a week
  4. Giving a star every time the student shouts

Explanation

Negative reinforcement strengthens a behaviour by removing an unpleasant stimulus after the desired response. Removing a disliked task when the student raises a hand increases that behaviour.

Question 10Child Development and Pedagogy

According to Bruner's theory of cognitive development, the enactive, iconic and symbolic modes are best described as:

  1. Fixed age-bound stages that cannot overlap
  2. Representations that develop in sequence but remain available throughout life Correct answer.
  3. Stages that replace one another permanently
  4. Modes used only in mathematics learning

Explanation

Bruner proposed three ways of representing knowledge: enactive through action, iconic through images, and symbolic through language and symbols. They develop in sequence but remain available and can be used flexibly at any age.

Question 11Child Development and Pedagogy

A student consistently attributes failure in mathematics to 'not being clever enough'. Which intervention most directly targets this attribution?

  1. Guiding the student to attribute errors to effort and strategy use Correct answer.
  2. Increasing the number of tests
  3. Comparing the student publicly with the class topper
  4. Removing mathematics from the timetable

Explanation

Attribution retraining helps learners link outcomes to controllable factors such as effort and strategy rather than fixed ability. This supports a growth mindset and greater persistence.

Question 12Child Development and Pedagogy

Which of the following is the clearest example of a child showing theory of mind?

  1. A child repeats a poem from memory
  2. A child sorts blocks by colour
  3. A child says her friend will look in the box because the friend did not see the sweet being moved Correct answer.
  4. A child cries when hungry

Explanation

Theory of mind is the ability to attribute mental states to others and to recognise that another person may hold a false belief. Predicting a friend's search based on what the friend saw demonstrates false-belief understanding.

Question 13Child Development and Pedagogy

According to Chomsky's nativist view of language acquisition, the language acquisition device is best described as:

  1. An innate capacity that enables children to acquire grammar from exposure Correct answer.
  2. A teaching method used in primary schools
  3. A device used to record children's speech
  4. A set of conditioned responses learned through imitation

Explanation

Chomsky argued that children possess an innate capacity, the language acquisition device, that allows them to extract grammatical rules from the language they hear. This explains rapid grammar acquisition despite limited input.

Question 14Child Development and Pedagogy

A teacher uses a rubric with clear criteria before students begin a project and discusses it with them. This practice primarily supports learning by:

  1. Replacing the need for feedback
  2. Making expected standards explicit so students can self-regulate Correct answer.
  3. Reducing the teacher's marking load
  4. Ensuring all students receive identical marks

Explanation

Sharing assessment criteria in advance clarifies goals and enables students to monitor their own work against standards. This supports self-regulated learning and improves the quality of outcomes.

Question 15Child Development and Pedagogy

In the context of individual differences, 'aptitude' is best understood as:

  1. A fixed trait that cannot change at all
  2. A learner's current level of achieved knowledge
  3. A learner's potential to acquire a skill with appropriate training Correct answer.
  4. The time a learner spends studying

Explanation

Aptitude refers to the potential or readiness to learn a particular skill given suitable instruction, distinct from present achievement. It is a predictive capacity rather than a record of what has already been learned.

Question 16Child Development and Pedagogy

Which classroom practice best reflects Gardner's theory of multiple intelligences?

  1. Testing only verbal and numerical ability
  2. Ranking students on a single intelligence score
  3. Offering varied entry points such as drawing, discussion and hands-on tasks for the same concept Correct answer.
  4. Teaching every topic through lectures alone

Explanation

Multiple intelligences theory suggests learners differ in profiles such as linguistic, spatial or bodily-kinaesthetic strengths. Offering varied entry points allows different strengths to be used to reach the same learning goal.

Question 17Child Development and Pedagogy

A child can solve a conservation-of-liquid task but cannot reason hypothetically about an abstract social problem. According to Piaget, this pattern indicates:

  1. Pre-operational egocentrism
  2. Formal operational thought fully achieved
  3. Sensorimotor intelligence
  4. Concrete operational thought with formal operations not yet developed Correct answer.

Explanation

Concrete operational children succeed on tangible conservation tasks but struggle with abstract hypothetical reasoning, which marks formal operations. The described pattern is therefore transitional toward formal thought.

Question 18Child Development and Pedagogy

Which of the following best illustrates scaffolding as described by Wood, Bruner and Ross?

  1. A teacher gradually withdraws prompts as the learner takes over a task Correct answer.
  2. A teacher assigns grades without feedback
  3. A teacher sets a task without any support
  4. A teacher completes the whole task for the learner

Explanation

Scaffolding involves temporary, responsive support that is reduced as the learner gains competence. The key feature is the gradual transfer of responsibility to the learner.

Question 19Child Development and Pedagogy

A teacher observes that a child from a disadvantaged home is quiet in class and concludes the child has low intelligence. This judgement is flawed primarily because it:

  1. Correctly measures innate intelligence
  2. Confuses cultural and social disadvantage with low ability Correct answer.
  3. Relies on formative assessment
  4. Uses too many test scores

Explanation

Quietness may reflect cultural norms, language background or low confidence rather than ability. Inferring intelligence from such behaviour confuses social disadvantage with cognitive capacity and risks bias.

Question 20Child Development and Pedagogy

Which statement about the relationship between development and learning is most consistent with Vygotsky's position?

  1. Development must be fully complete before learning can occur
  2. Learning and development are unrelated processes
  3. Learning is simply a reflection of biological maturation
  4. Learning that is appropriately scaffolded can drive development forward Correct answer.

Explanation

Vygotsky argued that learning can lead development when it occurs within the zone of proximal development with suitable support. This contrasts with the view that maturation must precede learning.

Question 21Child Development and Pedagogy

A teacher wants to identify a specific learning disability in a student. Which approach is most appropriate?

  1. Waiting until the final examination results
  2. Asking only the class monitor's opinion
  3. Using multiple sources of evidence including observation, work samples and standardised assessment Correct answer.
  4. Relying on a single intelligence test score

Explanation

Identification of a learning disability requires convergent evidence from several sources, since no single test is sufficient. Observation, work samples and standardised measures together reduce the risk of misidentification.

Question 22Child Development and Pedagogy

In a test, item discrimination indicates the extent to which an item:

  1. Has been reviewed by experts
  2. Is easy for all candidates
  3. Distinguishes high achievers from low achievers Correct answer.
  4. Covers the whole syllabus

Explanation

Item discrimination measures how well an item separates candidates who perform well overall from those who perform poorly. High discrimination means strong performers answer it correctly more often than weak performers.

Question 23Child Development and Pedagogy

A student performs well in class tests but freezes in board examinations. Which factor most plausibly explains this discrepancy?

  1. Lack of subject knowledge
  2. Low intelligence
  3. Poor attendance in class
  4. High test anxiety affecting performance under high-stakes conditions Correct answer.

Explanation

Consistent class performance shows that knowledge is present, so the discrepancy is better explained by situational factors such as high-stakes test anxiety. Anxiety can impair retrieval and working memory during examinations.

Question 24Child Development and Pedagogy

Which of the following best reflects the concept of 'differentiation' in classroom instruction?

  1. Adapting content, process or product to learners' readiness, interests and profiles Correct answer.
  2. Grouping students permanently by ability
  3. Teaching the same lesson to all students at the same pace
  4. Reducing the syllabus for weaker students

Explanation

Differentiation means adjusting content, process or product in response to learner readiness, interests and learning profiles. It is a responsive approach, not a fixed ability grouping or a reduced curriculum.

Question 25Child Development and Pedagogy

A researcher finds that a new teaching method produced higher scores in a group that was also given more study time. The main threat to validity here is:

  1. Sampling error
  2. Low reliability of the test
  3. Ceiling effect
  4. A confounding variable Correct answer.

Explanation

When two factors, the method and study time, vary together, the effect of the method cannot be isolated. The extra study time is a confounding variable that threatens the internal validity of the conclusion.

Question 26Child Development and Pedagogy

In Piaget's theory, which process explains a child revising an existing mental schema after encountering information that does not fit it?

  1. Accommodation Correct answer.
  2. Object permanence
  3. Equilibration
  4. Assimilation

Explanation

Accommodation occurs when new information cannot be absorbed into an existing schema, so the schema itself is modified or a new one is created. Assimilation, by contrast, fits new experience into a schema already available. Equilibration is the broader drive toward balance between the two processes, not the act of revising the schema.

Question 27Child Development and Pedagogy

A Class 8 teacher notices that a student can now consider a moral dilemma from the perspective of a person whose views differ from her own. This ability is best identified as development of:

  1. Egocentrism
  2. Conservation
  3. Perspective taking Correct answer.
  4. Centration

Explanation

Perspective taking is the capacity to mentally represent another person's viewpoint and reason from it, and it underpins mature moral judgement. Egocentrism and centration describe the opposite limitation, where the child focuses on a single viewpoint or feature. Conservation concerns understanding that quantity is preserved despite changes in appearance.

Question 28Child Development and Pedagogy

Kohlberg's preconventional level of moral reasoning is characterised mainly by judgements based on:

  1. Social approval and loyalty to the group
  2. Abstract reasoning about hypothetical dilemmas
  3. Punishment avoidance and personal reward Correct answer.
  4. Universal ethical principles of justice

Explanation

At the preconventional level the child judges right and wrong by direct consequences to the self, namely avoiding punishment and securing rewards. Concern with social approval and group loyalty belongs to the conventional level. Universal principles and abstract hypothetical reasoning characterise postconventional morality.

Question 29Child Development and Pedagogy

According to Erikson's psychosocial theory, the central crisis of the primary school years (roughly 6 to 12 years) is:

  1. Intimacy versus isolation
  2. Autonomy versus shame
  3. Industry versus inferiority Correct answer.
  4. Trust versus mistrust

Explanation

During the school years children seek to master tasks and gain recognition from teachers and peers, so the crisis is industry versus inferiority. Trust versus mistrust belongs to infancy, autonomy versus shame to early childhood, and intimacy versus isolation to young adulthood.

Question 30Child Development and Pedagogy

A teacher plans a unit so that students first handle concrete materials, then view diagrams, and finally work with written symbols. This sequence is most directly supported by:

  1. Bruner's spiral of representation from enactive to iconic to symbolic Correct answer.
  2. Erikson's stage of identity versus role confusion
  3. Kohlberg's stages of moral judgement
  4. Pavlov's classical conditioning of stimulus-response bonds

Explanation

Bruner described three modes of representation, enactive (action-based), iconic (image-based) and symbolic (language and symbols), and recommended moving learners through them. Classical conditioning explains learned associations rather than representational modes. Identity formation and moral stages address different developmental domains.

Question 31Child Development and Pedagogy

Vygotsky's concept of the zone of proximal development refers to the range of tasks that a learner:

  1. Can do only after formal intelligence testing
  2. Can complete with guidance but not yet independently Correct answer.
  3. Can already do alone with full confidence
  4. Is biologically incapable of learning at any age

Explanation

The zone of proximal development is the gap between what a child can do unaided and what the child can do with support from a more capable person. Instruction is most effective when pitched within this zone. Tasks already mastered or wholly out of reach fall outside it.

Question 32Child Development and Pedagogy

A teacher asks a child to sort a set of shapes by colour, then by size, then by number of sides, and the child manages each re-sorting correctly. This performance most clearly indicates:

  1. Reliance on a single perceptual feature
  2. Persistence of egocentric speech
  3. Flexible classification based on multiple attributes Correct answer.
  4. Failure of conservation of number

Explanation

Re-sorting the same set by different criteria requires decentration and the ability to shift classification rules, which reflects flexible, multi-attribute classification. A child who relies on a single perceptual feature would fail the re-sorting. Conservation and egocentric speech are separate concepts.

Question 33Child Development and Pedagogy

In the context of learning, 'readiness' is best understood as:

  1. The extent to which a learner has the prerequisite maturation and experience for a task Correct answer.
  2. The learner's fixed intelligence quotient measured at one point in time
  3. The physical arrangement of furniture in the classroom
  4. The teacher's preparation of lesson plans before class

Explanation

Readiness combines maturational and experiential prerequisites that make a particular learning task accessible to a learner. It is not a fixed score, and it concerns the learner rather than the teacher's planning or classroom furniture. Teaching is most effective when it matches the learner's readiness.

Question 34Child Development and Pedagogy

A student who is praised for effort rather than for being 'naturally bright' is most likely to develop which pattern, according to research on motivation?

  1. Learned helplessness after minor failures
  2. Reduced intrinsic interest in the subject
  3. A mastery orientation with persistence after setbacks Correct answer.
  4. An ego orientation that avoids challenging tasks

Explanation

Effort-focused feedback supports an incremental view of ability, so learners tend to adopt mastery goals and persist when tasks become difficult. Praising fixed ability, by contrast, encourages ego goals and avoidance of challenge. Helplessness and loss of interest are not the predicted outcomes of effort praise.

Question 35Child Development and Pedagogy

Which classroom arrangement best reflects the principle of 'least restrictive environment' for a student with a mild hearing impairment?

  1. Seating the student near the teacher with clear sight lines in the regular classroom Correct answer.
  2. Assigning only written work while classmates do oral work
  3. Placing the student in a separate special school for all subjects
  4. Excluding the student from oral activities to avoid embarrassment

Explanation

The least restrictive environment principle requires educating a student with a disability alongside peers to the maximum extent appropriate, with supports such as favourable seating. Segregation in a special school or exclusion from activities is more restrictive than necessary. Removing the student from oral work denies participation rather than supporting it.

Question 36Child Development and Pedagogy

A child says 'I goed to the market' although no adult says this. This error most strongly supports the view that language acquisition involves:

  1. Absence of any internal grammar
  2. Reinforcement of correct forms only
  3. Rule-based construction of grammar by the child Correct answer.
  4. Pure imitation of adult speech

Explanation

Overgeneralisation errors such as 'goed' show the child applying a regular past-tense rule to an irregular verb, which imitation and reinforcement cannot explain because the child never hears the form. This indicates active rule construction. Imitation and reinforcement accounts predict only correct copied forms.

Question 37Child Development and Pedagogy

A teacher records how often a student leaves his seat during independent work, then introduces a token system, and continues recording. Which design is the teacher using?

  1. Standardised norm-referenced testing
  2. Single-subject reversal or baseline-intervention design Correct answer.
  3. Correlational design with two variables
  4. Cross-sectional survey design

Explanation

Recording behaviour before and after an intervention with the same individual is a single-subject design, often extended with a reversal phase. Survey, correlational and norm-referenced testing designs do not involve repeated measurement of one learner's behaviour around an intervention. This design lets the teacher judge whether the token system changed the behaviour.

Question 38Child Development and Pedagogy

A test of reading comprehension is administered twice to the same group within two weeks and yields similar scores. This evidence supports the test's:

  1. Item difficulty
  2. Test-retest reliability Correct answer.
  3. Content validity
  4. Criterion validity

Explanation

Test-retest reliability is the consistency of scores when the same test is given to the same group on two occasions. Validity concerns whether the test measures what it claims, and item difficulty is a property of individual items rather than stability across occasions. Similar scores across administrations therefore indicate reliability.

Question 39Child Development and Pedagogy

A teacher writes a unit test in which most items require only recall of definitions, while the syllabus emphasises application and problem solving. The main weakness of this test is its:

  1. Excessive item discrimination
  2. Inappropriate norm group
  3. Poor content validity relative to the intended learning outcomes Correct answer.
  4. Low test-retest reliability

Explanation

Content validity requires that items represent the intended outcomes and content domain. If the syllabus stresses application but the test samples recall of definitions, the test under-represents the domain. Reliability, discrimination and norm groups are separate measurement concerns.

Question 40Child Development and Pedagogy

In a distribution of test scores, the median is best described as:

  1. The score that divides the ranked distribution into two equal halves Correct answer.
  2. The arithmetic average of all scores
  3. The most frequently occurring score
  4. The difference between the highest and lowest scores

Explanation

The median is the middle value of a ranked distribution, so half the scores fall below it and half above. The mode is the most frequent score, the mean is the arithmetic average, and the range is the highest minus the lowest score. The median is especially useful when extreme scores distort the mean.

Question 41Child Development and Pedagogy

A teacher compares a student's score with the scores of a large representative sample of same-age students. The teacher is using:

  1. Criterion-referenced interpretation
  2. Diagnostic interviewing
  3. Formative assessment
  4. Norm-referenced interpretation Correct answer.

Explanation

Norm-referenced interpretation locates a score relative to the performance of a defined comparison group. Criterion-referenced interpretation compares performance with a fixed standard of mastery instead. Diagnostic interviewing and formative assessment are different procedures with different purposes.

Question 42Child Development and Pedagogy

Which of the following is the clearest example of a performance-based assessment in a science class?

  1. Students answer twenty multiple-choice questions on definitions
  2. Students copy a labelled diagram from the textbook
  3. Students design and conduct an experiment and defend their conclusions Correct answer.
  4. Students memorise the periodic table for an oral recitation

Explanation

Performance-based assessment requires students to construct a response or product and apply knowledge to an authentic task, such as designing, conducting and defending an experiment. Multiple-choice items, copying and memorisation tap recall rather than applied performance.

Question 43Child Development and Pedagogy

A teacher gives a short quiz after each lesson and uses the results to decide which topics to re-teach the next day. This use of assessment is best described as:

  1. Norm-referenced assessment for ranking
  2. Aptitude testing for selection
  3. Formative assessment for instructional decision making Correct answer.
  4. Summative assessment for certification

Explanation

Assessment used during instruction to adjust teaching is formative, and its purpose here is to inform the next day's decisions. Summative assessment comes at the end to judge achievement, while norm-referenced and aptitude testing serve ranking and selection.

Question 44Child Development and Pedagogy

A teacher wants to reduce a student's habit of calling out answers without raising a hand and decides to praise the student whenever a hand is raised. This strategy is best described as:

  1. Differential reinforcement of an incompatible behaviour Correct answer.
  2. Punishment by removal of a privilege
  3. Extinction of a previously reinforced response
  4. Classical conditioning of an emotional response

Explanation

Praising hand-raising reinforces a behaviour that cannot occur at the same time as calling out, which is differential reinforcement of an incompatible behaviour. Punishment and extinction reduce behaviour through aversive consequences or non-reinforcement rather than by strengthening a substitute. Classical conditioning concerns reflexive responses, not voluntary classroom habits.

Question 45Child Development and Pedagogy

A student is confident in mathematics but believes she cannot succeed in mathematics because she is a girl. This belief is best analysed as:

  1. A deficit in mathematical aptitude
  2. A stereotype threat that can depress performance Correct answer.
  3. A sign of a learning disability
  4. Evidence of low test reliability

Explanation

Stereotype threat occurs when awareness of a negative group stereotype raises anxiety and can impair performance in that domain. It is a situational belief, not evidence of low aptitude or disability. Test reliability is a property of the instrument, not of the student's belief.

Question 46Child Development and Pedagogy

A teacher uses the same lesson objective for all students but provides different levels of support and different tasks. This practice best illustrates:

  1. Differentiated instruction Correct answer.
  2. Rote memorisation
  3. Norm-referenced grading
  4. Uniform whole-class instruction

Explanation

Differentiation keeps the learning goal constant while varying content, process or product and the amount of support according to learner needs. Uniform instruction gives all students the same task and support. Norm-referenced grading and rote memorisation are unrelated to adapting instruction.

Question 47Child Development and Pedagogy

A teacher finds that students in a new method group also received extra practice time, making it unclear which factor produced the gain. The main threat to the study is:

  1. Random sampling error
  2. A confounding variable Correct answer.
  3. Low test reliability
  4. Ceiling effect

Explanation

A confounding variable is an extraneous factor that varies along with the independent variable, so its effect cannot be separated from the treatment. Here extra practice time is confounded with the new method. Sampling error, reliability and ceiling effects are distinct issues.

Question 48Child Development and Pedagogy

A teacher's expectation that a particular student will do poorly leads the teacher to give that student less attention and easier tasks, and the student's performance declines. This outcome is an example of:

  1. Negative reinforcement
  2. Classical conditioning
  3. A self-fulfilling prophecy Correct answer.
  4. Cognitive dissonance

Explanation

A self-fulfilling prophecy occurs when an expectation leads to behaviour that produces the expected outcome. The teacher's lowered expectations change the treatment the student receives, which in turn lowers performance. Conditioning, reinforcement and dissonance do not capture this expectation-driven cycle.

Question 49Child Development and Pedagogy

In a test, a distractor that is chosen by high-achieving students more often than by low-achieving students most likely indicates that the distractor is:

  1. Increasing the test's reliability
  2. Improving the test's content validity
  3. Functioning exactly as intended
  4. Misdirecting able students and in need of revision Correct answer.

Explanation

A good distractor attracts low achievers more than high achievers. If able students choose it more often, the option is misleading them and should be revised. Such a pattern does not enhance reliability or validity and is not the intended function of a distractor.

Question 50Child Development and Pedagogy

A teacher wants to help students remember a long list of terms for an examination. Which technique is most consistent with research on memory?

  1. Copying the list once without checking recall
  2. Reading the list repeatedly on the night before the exam
  3. Spacing practice sessions and self-testing over several days Correct answer.
  4. Listening to the list while doing unrelated tasks

Explanation

Spaced practice combined with retrieval practice, such as self-testing, produces stronger long-term retention than massed rereading. Cramming on the night before and passive copying rely on familiarity rather than retrieval. Divided attention during listening reduces encoding.