PEDAGOGY MCQS with Answer FOR PPSC, FPSC, Headmaster, SST, PST and Teacher Exam Preparation

These are very important MCQS for Head Teacher Exam Preparation

1. UNESCO pillars/foundations of education or Curriculum are04
2. The four pillars of education for the 21^stcentury that Jacques Delores (2001) refers to UNESCO, in the form of a report, Learning to know, Learning to do, Learning to live and, Learning to be.
3. 3 I of Curriculum areIntent, Implementation, Impact
4. Intent means goals
5. Implementation(how we do it- teaching strategies that we use in the classroom )
6. Impact(difference after implementation- the development of our children)
7. There10 sub goals of Sustainable developmental goal-4 SDG-4
8. SDG 4.1Quality primary and secondary education for all
9. SDG 4.2ECE and Pre-Primary Education
10. SDG 4.3Equal access to TVET and Higher education
11. SDG 4.4Skill for work
12. SDG 4.5Gender equality and equal access for all
13. SDG 4.6Youth and adult literacy
14. SDG 4.7SDGs and citizenship
15. SDG 4aSafe and inclusive learning environment
16. SDG 4bScholarship for higher education
17. SDG 4cProfessional development for teachers.
18. Still 57 million children(primary age) are out of school (UNDP website)
19. Material presented for consideration in discussion, thought, or study. Knowledge, skills, experiences, theories, presented in the description of course.Subject matter/Content
20. Method of content selection where Content is selected by the judgment of curriculum developers or planner; success or failure depends upon planner. Judgmental Procedure
21. Content is selected based on proper inquiry or experiment, selection by hypothesis development, testing, verification and Analysis of experience. Experimental Procedure
22. It is the most widely used procedure for content selection. Analytical Procedure
23. People’s activities are analyzed to know their functions, performance and based on analysis, content is selected.Analytical Procedure
24. Collecting information by interviews, questionnaires, documentary analysis, observing the performance of people, it follows principle of utility. Analytical Procedure
25. Principle of curriculum content organization is A.S.I.Crefers to Balance, Articulation, Sequence, Integration and Continuity.
26. Components of organization of content involves Scope, Sequence, Integration
27. Refers to actual amount of material incorporated into program. It has further two elements breadth & depth. Scope
28. Breadth: range of material to be covered in a program
29. Depth: amount of information that is to be provided on each item included
30. It is order in which the content is to be presented.Sequence
31. David Ausubel argued that content should be introduced in instructional sequence
32. Gagne argued that it should be according to structure of content.
33. Logical order of content means organization of content according to logical sequence.
34. Vertical Organization: Relationship in subjects at different levels (classes), it follows principle of continuity.
35. Horizontal Organization: Relationship in different subjects at the same level (class), It follows principle of integration.
36. Integration Process of merging different subjects or parts of subjects through coordination
37. Intra-Disciplinary: integration of subject within a particular field of knowledge
38. Inter-Disciplinary: integration of subjects from different field of knowledge into a new curriculum,
39. Traditional View of curriculum: it is a body of subject or subject matter prepared by teachers for students, a course of study or syllabus 
40. Progressive View of curriculum The total learning experiences of the individual. This definition is based on john Dewey’s definition of experience and education
41. Pilot Test: APilot test a test administrated to a representative sample of participants solely for the purpose of determining properties of test before its large-scale application.
42. Survey Test:Method uses to gather information from sample of people in the form of questionnaire, written/online. A test used to measure many skills with few items
43. Pre-Test: It is a test to check preparedness of students for further study or test before a real test usually given to assess what is already known.
44. Qualitative assessment:Subjective based on concept, describe a process without quantifying it, collection of information from natural setting, observation, interview, case study
45. Quantitative assessment:objective & based on measurement, quantification, which describe a phenomenon using quantities- tests, checklist, survey etc.
46. Convergent Questions:Allows for only one correct answer-year of independence?
47. Divergent Questions:Allows for many correct answer-reason of independence?
48. Projective Techniques:Are Used to measure personality (detail in research chapter)
49. Internal Exam:Test taken by institution where learner study
50. External Exam:Test taken by outside body
51. Oral Fluency Assessment:Informal assessment of reading to identify errors or problems of children in oral reading
52. Oral Reading Assessment:An oral & silent reading test used to identify development of literacy level of children through oral retelling & reading inventory of individual reading.
53. Need Assessment:Process of identifying needs & establishing relative priority of those needs
    1. Decision-making matrixis a method for assigning numerical values to criteria, and the extent to which alternatives satisfy
    2. When the teacher checks the students’ work using multiple sources of information, the task is called cross-checking
54. Assessment plan:Document that outlines SLOs, assessment methods to attain each also, timeframe for collecting data & the individual responsible for collection/ review of data.
55. Quantitative Variables:Variables in the numeric form e.g., age, height
56. Qualitative Variables:Variables in the quality form e.g., gender
57. A Reliable measurement is not always valid i.e., the results of test might be reproducible, but they’re not necessarily Correct
58. A valid measurement is generally Reliable i.e., If a test produces accurate results, they might be reproducible
59. Proactive Questions These are questions people ask to themselves
60. Rhetorical Questionis one for which the questioner does not expect a direct answer
61. Funnel Questions These are always a series of questions, question in sequence
62. Inference questions Inference questions require learners to use inductive or deductive reasoning to eliminate responses or critically assess a statement
63. Convergent Questionshaving only one correct answer i.e., objective question
64. Divergent Question many correct answers for a single question,Subject question
65. Polar Questions Yes/no questions are called Polar questions
66. Tag-Questions Questions asked for confirmation of something.
67. Retrospective Questionquestions get the students to reflect on the last learning
68. Daniel Stufflebeam’s decision-oriented model to evaluate program and  identify strengths and limitations in content or delivery, to improve program effectiveness CIPP Model
69. It consists of 4 components CIPP Model
70. C- Context (Context “What needs to be done?”) Overall goals or mission
71. I- Input (“How should it be done?”) The plans and resources
72. P- Process (Process “Is it being done?”) Activities or components
73. P- Product (“Did the project succeed?”) Outcomes or objectives
74. Interdisciplinary or thematic curriculum are other names ofIntegrated curriculum
75. Activity centered curriculum is considered
76. The purpose of integrated curriculum is: Decrease in number of books
77. The relationship of different concepts at one level is Horizontal organization
78. Development of curriculum at higher level and its application at different level is
79. After partition University of Punjab played a role in developing school curriculum
80. National bureau of curriculum and textbook(curriculum wing) established in February 1967.
81. The main functions of the curriculum bureau included the need for integration, coordination of the work of the provinces and setting standards of education.
82. The national bureau of curriculum and textbooks was supported by the provincial bureausof curriculum, textbook boards, and other related institutions
83. In Punjab: Punjab curriculum and textbook board (PCTB) [formerly Punjab curriculum authority (PCA), Punjab textbook board PTB)
84. In Sindh: Bureau of curriculum and extension wing (BCEW)
85. In KPK: Directorate of curriculum and teacher education (DCTE)
86. In Baluchistan: Bureau of curriculum and extension center Baluchistan (BCEC)
87. In ISB, GB, AJK: Curriculum wing is responsible for the develop curriculum for these areas.
88. It is a joint function of federal and provincial governments. The concurrent legislative list contains subjects like policy, planning, curriculum, syllabus, standards of education and Islamic education Concurrent legislative list 1973
89. The ‘federal supervision of curricula, textbooks and maintenance of standards of education act, 1976’empowered federal ministry of education [MOE] to supervise the educational matters present on the concurrent list.
90. In 18th amendment in the constitution 2010the concurrent legislative list was abolished Education is now the sole responsibility of the provinces including curriculum,
91. Article 25-A was also introduced in 18th amendment in the constitution 2010
92. Word ‘Khatam un Nabiyeen’ ﷺapproved in Senate of Pakistan on June 24,2020, It is must to write word ‘Khatam un Nabiyeen’ ﷺ with the name of Holy Prophet Hazrat Muhammad (ﷺ) in all official and unofficial documents
93. Fiscal year in Pakistan its duration is 01 July-30 June
94. Academic year in Punjab its duration is 01Apri-31 March(Due to COVID-19  it was disturbed from 2020 to 2022 and it was from 01 August to 30 June)
95. Educational Census year in Punjab its duration is 01November-31 October
96. Dividing various subjects into department isdepartmentalization
97. Planned learning experiences with specific goalsDirect learning experience

100-Un-planned learning experiences without specific goals Indirect learning experience