Learning materials
Psychological Basis for Differentiated Learning and Assessment Questions and Answers
- Intellectual development in early adolescence is marked by:
A. Limited thinking skills
B. Abstract reasoning ability
C. Lack of self-awareness
D. Decline in memory - Social development in early adolescence often includes:
A. Reduced peer influence
B. Increased peer interaction and identity formation
C. Withdrawal from social groups
D. Inability to form friendships - Which factor is physiological in nature?
A. Teacher quality
B. Brain maturation
C. Classroom environment
D. Peer influence - Which factor is environmental in nature?
A. Home literacy environment
B. Genetic makeup
C. Brain size
D. Hormonal changes - Which of the following hinders language development?
A. Balanced diet
B. Hearing impairment
C. Good school infrastructure
D. Supportive teachers - Which of the following promotes language development?
A. Noise pollution
B. Rich vocabulary exposure
C. Nutrient deficiency
D. Isolation - Poor nutrition in early adolescence affects language development because:
A. It improves brain function
B. It has no effect on speech
C. It hinders brain growth
D. It increases vocabulary - A rich language environment includes:
A. Limited reading materials
B. Frequent conversations and storytelling
C. Avoiding books
D. Ignoring questions - Behaviourism views learning as:
A. Internal mental processes
B. A change in behaviour due to experience
C. Genetic inheritance
D. Moral growth - The educational implication of Behaviourism is that:
A. Teachers must avoid reinforcement
B. Teachers should use rewards and punishments
C. Students should only memorise facts
D. Thinking skills are ignored - The cognitive approach emphasises:
A. Conditioning
B. Mental processes like memory and reasoning
C. Habit formation
D. Trial and error only - An implication of the cognitive approach is:
A. Teachers should avoid problem-solving tasks
B. Teachers should design tasks that require thinking
C. Students must copy answers
D. Repetition only - Behaviourism and Cognitivism differ in that:
A. Behaviourism focuses on observable actions; Cognitivism focuses on mental processes
B. Both ignore reinforcement
C. Cognitivism discourages thinking
D. Behaviourism is about problem-solving - Transfer of learning means:
A. Learning without memory
B. Forgetting previous knowledge
C. Applying knowledge in new situations
D. Avoiding similar tasks - Positive transfer occurs when:
A. Past learning interferes with new learning
B. Past learning helps new learning
C. Learning is unrelated
D. Skills are forgotten - An example of negative transfer is:
A. Learning to ride a bicycle and then a motorcycle
B. Using old keyboard shortcuts that cause errors in new software
C. Applying grammar rules to new sentences
D. Speaking two languages - Classroom management involves:
A. Controlling learning materials only
B. Ignoring learner behaviour
C. Organising the classroom to create a productive learning environment
D. Teaching without planning - Behaviour management focuses on:
A. Only arranging desks
B. Ignoring misbehaviour
C. Guiding student actions towards acceptable standards
D. Increasing noise levels
Alright — I’ll continue from Question 21 right up to Question 100, covering all the CLOs, subtopics, and learning outcomes, with the correct answers bolded.
Piaget’s moral development model emphasises:
A. Language acquisition
B. Stages of moral reasoning linked to cognitive growth
C. Punishment and reward only
D. Emotional regulation
- Kohlberg’s moral development theory is based on:
A. Intelligence quotient
B. Emotional stages
C. Levels and stages of moral reasoning
D. Brain size - A key difference between Piaget and Kohlberg is that:
A. Piaget focuses on childhood stages; Kohlberg extends into adulthood
B. Kohlberg ignores reasoning
C. Piaget covers only adolescence
D. Both reject moral development - Assessment is best defined as:
A. Guessing learner progress
B. A systematic process of collecting, analysing, and interpreting evidence of learning
C. Giving random tests
D. Marking without feedback - Measurement refers to:
A. Judging student behaviour
B. Assigning numbers or scores to learning outcomes
C. Describing attitudes
D. Planning lessons - Evaluation involves:
A. Assigning numbers to scores
B. Giving random tests
C. Making value judgments about the quality of performance
D. Counting mistakes - Assessment for learning (AfL) is mainly used to:
A. Assign final grades
B. Provide feedback to improve learning during the process
C. Rank students only
D. Punish learners - Assessment of learning (AoL) is mainly used to:
A. Adjust teaching mid-course
B. Diagnose learning needs
C. Summarise and evaluate what has been learned at the end
D. Give informal comments - Assessment as learning (AaL) focuses on:
A. Teacher-only evaluation
B. Learners monitoring and reflecting on their own learning
C. Ranking schools
D. Standardised testing - Which of the following is a formative assessment?
A. End-of-term examination
B. Weekly quizzes
C. National standardised test
D. Final project only - Summative assessment is done:
A. During learning to guide teaching
B. At the end of a learning period to determine achievement
C. Before teaching starts
D. Randomly without criteria - Diagnostic assessment is mainly used to:
A. Assign grades
B. Monitor progress
C. Identify learning difficulties
D. Rank students - Authentic assessment is characterised by:
A. Rote memorisation
B. Multiple-choice tests only
C. Real-world tasks and performance
D. Guesswork - Continuous assessment involves:
A. Testing once a year
B. Ongoing evaluation throughout the course
C. Ignoring learner progress
D. Giving one big test - In Ghana, grade-level expectations are:
A. The number of exams in a year
B. Learning targets for each educational level
C. Class seating arrangements
D. Teacher attendance records - In Bloom’s taxonomy, the highest cognitive level is:
A. Remembering
B. Applying
C. Creating
D. Understanding - The affective domain deals with:
A. Skills and coordination
B. Attitudes, values, and feelings
C. Problem-solving
D. Writing essays - The psychomotor domain focuses on:
A. Thinking skills
B. Emotions
C. Physical skills and coordination
D. Group discussions - Behavioural objectives must be:
A. Vague and general
B. Specific and measurable
C. Abstract only
D. Broad goals - A table of specification helps to:
A. Teach without a plan
B. Align test items with learning objectives
C. Confuse learners
D. Randomise topics - A scoring guide is also known as:
A. Table of specification
B. Rubric
C. Lesson plan
D. Test item bank - Achievement tests measure:
A. Learning potential
B. What learners have already learned
C. Future intelligence
D. Moral behaviour - Authentic assessment differs from traditional assessment because it:
A. Uses multiple-choice questions only
B. Involves real-life performance tasks
C. Requires no scoring
D. Ignores objectives - One principle of fair assessment is:
A. Cultural bias
B. Considering learner diversity
C. Ignoring special needs
D. Using one method for all - Observation as an assessment tool is useful for:
A. Grading final exams
B. Monitoring behaviour and skills in action
C. Giving standardised scores only
D. Writing lesson plans - A checklist differs from a rating scale in that it:
A. Measures degree of performance
B. Records presence or absence of criteria
C. Gives percentages
D. Evaluates essays only - Portfolio assessment involves:
A. One-time testing
B. Collection of learner’s work over time
C. Guessing progress
D. Ignoring feedback - Norm-referenced interpretation compares a learner’s score to:
A. A set standard
B. Scores of other learners
C. Teacher’s expectation only
D. Curriculum topics - Criterion-referenced interpretation compares a learner’s score to:
A. Other students’ scores
B. A pre-determined standard
C. Class average
D. Teacher preference - Reliability in assessment refers to:
A. Measuring the right thing
B. Consistency of measurement results
C. Comparing students
D. Classroom management - Validity in assessment means:
A. Consistency of scores
B. Measuring what is intended
C. Popularity of the test
D. Teacher fairness only - Feedback is effective when it is:
A. Delayed until the term ends
B. Timely and specific
C. General and vague
D. Harsh and critical - Positive feedback helps learners by:
A. Lowering confidence
B. Reinforcing desired behaviours
C. Confusing objectives
D. Avoiding motivation - Physical growth in early adolescence usually peaks around:
A. Age 6–9
B. Age 12–15
C. Age 16–18
D. Age 4–5 - Intellectual development in adolescence allows learners to:
A. Avoid abstract ideas
B. Think hypothetically
C. Forget rules
D. Refuse problem-solving - A major environmental barrier to language development is:
A. Good school
B. Poverty
C. Supportive parents
D. Literacy-rich environment - An example of physiological promotion of language is:
A. Malnutrition
B. Hearing loss
C. Healthy brain development
D. Sleep deprivation - Behaviourism uses which method in classrooms?
A. Group reflection
B. Problem-solving
C. Reinforcement and punishment
D. Self-assessment - Cognitivism encourages:
A. Ignoring mental processes
B. Active learner engagement in thinking
C. Repetitive drilling only
D. Memorisation without meaning - Transfer of learning is most likely when:
A. Situations are unrelated
B. New tasks are similar to previous ones
C. Learners forget old skills
D. There is no prior knowledge - In behaviour management, rules should be:
A. Long and complex
B. Clear and consistent
C. Randomly applied
D. Ignored - Piaget’s formal operational stage starts around age:
A. 5
B. 8
C. 11
D. 15 - Kohlberg’s post-conventional level involves:
A. Obedience to avoid punishment
B. Following universal ethical principles
C. Self-interest only
D. Peer approval - An example of summative assessment is:
A. Peer review
B. Final term examination
C. Class discussion
D. Draft writing - Formative assessment benefits teachers by:
A. Giving final grades
B. Helping to adjust instruction
C. Ranking students
D. Punishing low scorers - Affective domain objectives may use verbs like:
A. Calculate, compute
B. Appreciate, value
C. Assemble, design
D. Memorise, recall - Psychomotor domain assessment may involve:
A. Reading comprehension
B. Essay writing
C. Demonstrating a skill
D. Discussing concepts - A table of specification ensures:
A. Random test content
B. Balanced coverage of topics and skills
C. Focus only on easy items
D. Guessing correct answers - Rubrics improve assessment by:
A. Making tests harder
B. Providing clear criteria for scoring
C. Hiding expectations
D. Removing standards - Achievement tests are best for:
A. Predicting future potential
B. Measuring acquired knowledge
C. Estimating IQ
D. Encouraging guessing - Authentic assessment is most suitable for:
A. Rote recall
B. Real-life skill demonstration
C. Multiple-choice tests only
D. True/false quizzes - Fair assessment considers:
A. Cultural and individual differences
B. Learner needs
C. Both A and B
D. None of the above - Observations should be:
A. Casual and unplanned
B. Systematic and focused
C. Ignored in assessment
D. Based on memory only - Checklists are useful for:
A. Measuring intensity
B. Marking task completion
C. Assigning grades
D. Ranking learners - Portfolios show:
A. One-time performance
B. Learner progress over time
C. Class rankings
D. Exam-only results - Norm-referenced tests are good for:
A. Meeting curriculum standards
B. Diagnosing specific skills
C. Comparing learner performance
D. Assessing one student - Criterion-referenced tests help teachers:
A. Compare learners to each other
B. Determine if learning goals are met
C. Predict test difficulty
D. Rank schools - Reliability is improved by:
A. Ambiguous questions
B. Clear and consistent items
C. Changing scoring rules
D. Guesswork - Validity is improved by:
A. Matching test items to objectives
B. Removing learning outcomes
C. Both A and B
D. None - Effective feedback is:
A. Vague and late
B. Punitive
C. Constructive and timely
D. Avoided - The rapid growth phase in adolescence is called:
A. Stagnation
B. Growth spurt
C. Decline
D. Regression - Intellectual growth in adolescence allows:
A. Egocentric thinking only
B. Logical reasoning
C. Forgetfulness
D. Concrete thinking only - An environmental promoter of language is:
A. Noise pollution
B. Poor diet
C. Access to books
D. Illness - Physiological hindrance to language is:
A. Good health
B. Access to education
C. Hearing impairment
D. Rich vocabulary - Behaviourism uses:
A. Discovery learning
B. Cooperative learning
C. Stimulus-response conditioning
D. Self-monitoring - Cognitivism sees learners as:
A. Passive recipients
B. Active processors of information
C. Empty vessels
D. Repeaters - Transfer is encouraged by:
A. Random topics
B. Practice in varied contexts
C. No repetition
D. Avoiding related skills - Classroom rules must be:
A. Arbitrary
B. Hidden from learners
C. Developed and explained clearly
D. Ignored - Piaget’s theory links moral development to:
A. Emotional maturity
B. Cognitive stages
C. IQ levels
D. Physical growth - Kohlberg’s highest stage is:
A. Avoiding punishment
B. Peer approval
C. Universal ethical principles
D. Self-interest - Formative assessment examples include:
A. End-of-year exam
B. Class discussions and quizzes
C. National exams
D. Report cards only - Summative assessment examples include:
A. Class exercises
B. Final project
C. Peer review
D. Self-reflection - Affective objectives use verbs like:
A. Identify
B. Describe
C. Support
D. Calculate - Psychomotor objectives may include:
A. Design a poster
B. Analyse data
C. Perform a dance routine
D. Evaluate evidence - Tables of specification align:
A. Lesson plans and tests
B. Test content with learning objectives
C. School timetables
D. Teacher salaries - Rubrics are useful because they:
A. Confuse students
B. Lower performance
C. Clarify scoring expectations
D. Remove criteria - Achievement tests measure:
A. Potential
B. Ability
C. Learned knowledge
D. Personality - Authentic assessment measures:
A. Rote memory
B. Test-taking speed
C. Real-world application
D. Guessing ability - Norm-referenced tests compare:
A. Student to a standard
B. Student to peers
C. Student to curriculum
D. Student to teacher - Criterion-referenced tests judge:
A. Learner’s relative position
B. Peers’ performance
C. Mastery of set criteria
D. Random abilities - Physical development in early adolescence mainly involves:
A. Enhanced moral reasoning
B. Rapid growth and hormonal changes
C. Vocabulary expansion
D. Problem-solving improvement
ESSAY QUESTIONS
- Explain the concept of “transfer of learning.”
- Explain five environmental factors that inhibit language development among early adolescent learners.
- Discuss five educational implications of Piaget’s and Kohlberg’s models of moral development.
- Discuss five procedures for planning inclusive classroom tests and assessments for diverse learners.
- Explain the following and give practical classroom examples of each:
a. Assessment of Learning
b. Assessment for Learning
c. Assessment as Learning - Explain five strategies for effective classroom management in inclusive early adolescent classrooms.
