81- The total process of evaluation, as applied to education, cannot be appraised without giving particularized attention to important elements of the:
A. Process
B. Education
C. Measurement
D. Leadership
View Answer
Answer : A. Process
Description
82- The process of analyzing classroom activities, for example, in terms of evidence of purpose, adequacy of instructional materials, teaching methodology, and human relationships, requires skills in the field of educational diagnosis and:
A. Study
B. Research
C. Techniques
D. Remedial measures
View Answer
Answer : D. Remedial measures
Description
83- The total process of evaluation can be no more effective than the ability of ______ to analyze an educational situation with expertness.
A. Planners
B. Evaluators
C. Researchers
D. Programmers
View Answer
Answer : B. Evaluators
Description
84- The appraisal process must depend upon many ______ sources for the collection of data.
A. Necessary
B. Positive
C. Available
D. Valuable
View Answer
Answer : C. Available
Description
85- The concept of inclusiveness is important particularly in relation to the diagnostic phases of:
A. Productivity
B. Learning
C. Evaluation
D. Training
View Answer
Answer : C. Evaluation
Description
86- The evaluator is interested basically in gathering evidence which will indicate growth or change, and which will serve as a springboard to further:
A. Action
B. Planning
C. Growth
D. Course
View Answer
Answer : A. Action
Description
87- Sources of information necessary for evaluation vary from the written records and activities of ______ to ability, achievement, and projective tests.
A. Principals
B. Children
C. Judges
D. Leaders
View Answer
Answer : B. Children
Description
88- The best evaluation procedures for a particular school must be based on a constructive and understood ______ of education which has been developed for that school.
A. Subject
B. Activity
C. Outcome
D. Philosophy
View Answer
Answer : D. Philosophy
Description
89- Evaluation is value-centered and, as such, must have its outcomes viewed and appraised in terms of the values which prompt its:
A. Activities
B. Programmes
C. Objects
D. Processes
View Answer
Answer : D. Processes
Description
90- Directly, the evaluation of outcomes must be based on the nature of the purposes established for the ______ effort involved.
A. Educational
B. Philosophical
C. Motivational
D. Desirable
View Answer
Answer : A. Educational
Description
91- Purposes emerge from values which are held to be sufficiently important to require a conscious educational effort to perpetuate or promote them. This relationship between values and purposes, and between purposes and evaluation, is vital to an understanding of the real nature and function of evaluation in:
A. Philosophy
B. Education
C. Processing
D. Demonstration
View Answer
Answer : B. Education
Description
92- In a ______, some of the purposes of education will be realized in the educational product primarily, but others, perhaps less obviously, will be closely related to the process employed.
A. Profession
B. Corporation
C. Society
D. Democracy
View Answer
Answer : D. Democracy
Description
93- The measurement and appraisal of ______ involves more than an examination of outcomes, processes, and purposes, important as these are in educational evaluation.
A. Attitude
B. Teaching
C. Learning
D. Growth
View Answer
Answer : C. Learning
Description
94- Each educational situation in which ______ occurs is unique in that it involves a set of circumstances, or surroundings, all its own.
A. Growth
B. System
C. Evaluation
D. Appraisal
View Answer
Answer : C. Evaluation
Description
95- Present-day philosophy of education lays emphasis upon the adjustment of the whole individual physically, mentally, emotionally, and:
A. Socially
B. Politically
C. Chemically
D. Correctly
View Answer
Answer : A. Socially
Description
96- It is important that educational outcomes reflect broad ______ objectives.
A. Mutual
B. Educational
C. Practical
D. Philosophical
View Answer
Answer : B. Educational
Description
97- It no longer is responsible or desirable to limit school instruction merely to the direction of subject-matter mastery or skill proficiency. Rather, must attention be given to the adjustment of the individual to the many interactions that constantly are taking place between him and the factors and forces of his:
A. Environment
B. Society
C. Community
D. World
View Answer
Answer : A. Environment
Description
98- In Pakistan, during the last ______ decades, the implementation of successive educational policies and plans has undoubtedly developed its educational system to what it is known today.
A. Two
B. Three
C. Four
D. Five
View Answer
Answer : D. Five
Description
99- The efforts both by the government and the community are reflected through the growth in the size of the educational programmes and their variety as well as in the number of institutions and resulting enrolment of students. The growth of the system has been brought about largely by teachers and:
A. Scientists
B. Students
C. Judges
D. Senior administrators
View Answer
Answer : D. Senior administrators
Description
100- The quantitative and qualitative aspects of the educational system owe to a great extent to the perception of the educational needs viewed in the context of national policies by the administrators and:
