ALLAMA IQBAL OPEN UNIVERSITY

Name MEHTAB AHMED .

Student ID 0000753639 .

Course code 8623

Semester Autumn 2024

Level B.ed
 Assignment No : 2
Q.No.1 Define instructional technology and compare different kinds
of projected and non-projected aids. (20)
Answer: Instructional Technology and Its Importance in Education
Definition of Instructional Technology
Instructional technology refers to the use of technology in the design,
development, and application of educational processes to improve teaching and
learning. It is the integration of various technological tools, equipment, and
media into educational practices to facilitate and enhance the learning
experience. Instructional technology encompasses a wide range of tools, from
traditional media like printed materials and blackboards to advanced digital
platforms such as online learning environments, multimedia presentations, and
interactive learning systems.
The role of instructional technology in education is multifaceted. It serves to
support various aspects of teaching, such as lesson planning, content delivery,
student engagement, and assessment. Instructional technology helps educators
create dynamic, engaging, and interactive learning environments that cater to
diverse learning styles and needs. By integrating both traditional and modern
technological resources, it also helps improve accessibility, flexibility, and
effectiveness in education.
Instructional technology is not limited to hardware or software alone; it also
includes the pedagogical approaches used to integrate these tools into the
classroom effectively. The ultimate goal of instructional technology is to improve
the quality of education and enhance student learning outcomes by using
technology as a means to engage, motivate, and inform students.
Projected vs. Non-Projected Aids
Instructional aids are essential tools used by educators to support their teaching
process. These aids can be categorized into two broad types: projected aids and
non-projected aids. Both types serve specific purposes, but they differ in terms of
how they convey information and the methods used for delivery.
Projected Aids
Projected aids are visual aids that require a light source to display images, text, or
videos on a screen or surface. These aids typically involve the use of projectors,
and the content can be displayed to a large audience in a classroom or lecture
hall. The primary purpose of projected aids is to make visual information more
accessible to a group of learners.
Types of Projected Aids
1. Overhead Projector (OHP) The overhead projector uses transparencies,
which are placed on a clear surface, and a light source beneath the surface
projects the images onto a screen. This aid allows teachers to present
material to large groups, and it also enables the use of markers for
additional writing or drawing during a lesson. The OHP is especially useful
for displaying notes, diagrams, and visual representations of concepts.
Advantages:

o Facilitates real-time interaction with the material.

o Allows for additional annotations and explanations
on the spot.
o Can be used in dimly lit classrooms to maintain
student attention.
Disadvantages:

o Limited resolution compared to modern digital

projectors.
o The size of the overhead transparency may not be
scalable for very large audiences.
2. Slide Projector A slide projector is used to project photographic slides,
which contain images, graphs, or diagrams. Slide projectors have been
widely used in educational settings to display pre-prepared content.
Teachers can create slides for each lesson, providing students with visual
context to complement their learning.
Advantages:

o Can show high-quality images.

o Provides a structured, sequential presentation of
content.
Disadvantages:

o Limited flexibility for real-time adjustments.

o Requires manual changes of slides during a
presentation.
3. Digital Projector (LCD Projector) The digital or LCD projector is one of the
most common projected aids used today. It can project images from various
devices, including computers, DVD players, or digital cameras. Digital
projectors can display a wide range of media, including text, images, and
videos, and offer excellent resolution and clarity.
Advantages:

o Supports multimedia presentations (videos,

animations, etc.).
o Highly flexible for interactive lessons using
computers or multimedia sources.
o Suitable for large classrooms or auditoriums.
Disadvantages:

o Expensive, and may require technical knowledge to

operate.
 o Requires a computer or digital source for
presentation.
4. Film Projector Film projectors were once a standard part of the
educational toolkit. They are used to project films, either for entertainment
or educational purposes. Though their use has decreased with the advent of
digital projectors, film projectors are still occasionally used in educational
settings for specific content, such as historical films or documentaries.
Advantages:

o Provides high-quality images, especially for movies

and documentaries.
o Effective for engaging students with audiovisual
material.
Disadvantages:

o Film reels can be expensive and difficult to store.

o Limited portability compared to modern digital
devices.
Overall Advantages of Projected Aids:

• Visual content can be shared with a large audience.

• They provide dynamic ways of presenting information,
such as videos and animations.
• They are especially effective for illustrating abstract or
complex concepts that require visual aids.
Overall Disadvantages of Projected Aids:

• Require access to electricity and equipment, which may

not always be available.
• May need significant setup and maintenance.
 • Some forms of projected aids (like film projectors) can
be bulky and cumbersome to use.
Non-Projected Aids
Non-projected aids, on the other hand, do not require a light source or projector
to display content. These aids typically involve physical or printed materials,
which can be directly interacted with by the students or the teacher.
Non-projected aids are usually more accessible and can be used in various
settings, from classrooms to field trips.
Types of Non-Projected Aids
1. Charts and Graphs Charts and graphs are used to present statistical data
in a visual format. Teachers often use charts to explain trends,
comparisons, and patterns in subjects like mathematics, science, or social
studies. Graphs are a valuable tool for illustrating relationships between
variables, making them easier to comprehend.
Advantages:

o Provides clear, concise data representation.

o Can be used for discussions and analysis in
real-time.
Disadvantages:

o Limited to displaying specific types of data

(numeric or categorical).
o Static in nature, without the ability to update or
animate information.
2. Diagrams and Maps Diagrams are simplified illustrations used to explain a
process or system, while maps provide geographical data. Both are
common non-projected aids, especially in subjects like geography, biology,
and engineering. Diagrams can illustrate complex systems, such as the
human circulatory system, while maps help explain the physical features of
a location or region.
 Advantages:

o Easy to prepare and can be displayed in small or

large groups.
o Highly effective for teaching spatial relationships
and scientific processes.
Disadvantages:

o Cannot provide real-time updates or interactive

elements.
o May require additional explanation to ensure full
understanding.
3. Printed Materials (Books, Handouts, Worksheets) Printed materials are
some of the most widely used non-projected aids. They include textbooks,
handouts, workbooks, and worksheets. These materials are essential for
conveying information and providing students with reference materials
and practice exercises.
Advantages:

o Provides in-depth and detailed information.

o Can be used for independent study, review, and
homework assignments.
Disadvantages:

o Can be static and one-dimensional.

o May not engage students as effectively as dynamic
media.
4. Models and Real Objects Physical models (such as scale models of
architectural designs or biological specimens) and real objects (like fossils,
tools, or historical artifacts) are valuable non-projected aids. These provide
 students with tangible, hands-on learning experiences and help connect
theoretical knowledge with real-world applications.
Advantages:

o Provides concrete examples that enhance

understanding.
o Encourages experiential and hands-on learning.
Disadvantages:

o Limited scalability for large groups.

o May be costly or difficult to obtain and store.
5. Bulletin Boards and Posters Bulletin boards and posters are visual aids
used to display important information or highlight specific topics in the
classroom. They can be used to reinforce key concepts, provide reminders,
or display student work. Posters and bulletin boards are often colorful and
engaging, which helps capture students' attention.
Advantages:

o Easy to create and display.

o Provides ongoing visual reminders for students.
Disadvantages:

o Limited interactivity.
o Static nature means content must be updated
periodically.
Overall Advantages of Non-Projected Aids:

• Often easier and less expensive to produce than

projected aids.
• Can be highly interactive and engaging, especially with
real objects or models.
 • Flexible and can be used in any environment, even
without electricity.
Overall Disadvantages of Non-Projected Aids:

• Limited scalability, especially for large classrooms.

• May lack dynamic content, which can make learning
less engaging.

Conclusion
Both projected and non-projected instructional aids play vital roles in enhancing
the learning experience. Projected aids, such as overhead projectors and digital
projectors, are essential for presenting visual content to large groups and
engaging students with multimedia resources. Non-projected aids, including
charts, diagrams, and printed materials, offer opportunities for hands-on learning
and help reinforce concepts in a tangible and accessible manner.
The choice between these aids depends on factors such as the nature of the
content being taught, the size of the class, the resources available, and the specific
learning objectives. Effective educators often use a combination of both projected
and non-projected aids to create dynamic, interactive, and engaging learning
environments. By understanding the strengths and limitations of each type of aid,
educators can select the most appropriate tools for their instructional needs,
thereby enhancing student learning outcomes and engagement.

Q.No.2 Discuss different types of behaviour problems usually seen

in children at elementary level. How can be the teachers prepared
to tackle these problems. (20)

Answer: Introduction
In the elementary school setting, children's behavior is a crucial aspect of their
development and learning process. Young children, especially at the elementary
level, are still developing their emotional, cognitive, and social skills. As a result,
behavior problems can often emerge, affecting not only their academic
performance but also their relationships with peers, teachers, and the overall
school environment. Addressing these behavioral issues early on is critical for the
child’s development and helps create a positive and productive classroom
atmosphere. This essay explores different types of behavior problems typically
seen in children at the elementary level, along with strategies teachers can use to
tackle these challenges effectively.
Types of Behavior Problems in Elementary School Children
Children at the elementary level exhibit various behavioral issues, which may
arise from different factors such as developmental stages, family dynamics,
emotional regulation difficulties, or environmental influences. These problems
can broadly be categorized into internalizing and externalizing behaviors.
1. Externalizing Behavior Problems
Externalizing behaviors refer to actions that are directed outwardly, often
disruptive to the classroom environment and noticeable to others. These
behaviors are generally more visible and can interfere with the child’s own
learning and that of others. The most common externalizing behavior problems
include:
a. Aggression
Aggressive behavior is a frequent issue in elementary classrooms. This may
involve physical aggression such as hitting, kicking, or pushing, as well as verbal
aggression like yelling, name-calling, or threatening others. Aggression can be a
response to frustration, anger, or a lack of emotional regulation skills.
b. Hyperactivity and Impulsivity
Children who exhibit hyperactivity may be constantly in motion, unable to sit
still, fidgeting, or talking excessively. Impulsivity is the tendency to act without
thinking about the consequences. These behaviors can be particularly challenging
in structured settings like classrooms, where focus and attention are essential for
learning.
c. Disruptive Behavior
Disruptive behaviors include talking out of turn, interrupting the teacher or other
students, or engaging in actions that distract the class from the lesson. This can be
frustrating for teachers and classmates, especially when it occurs frequently, and
it can hinder the learning environment.
d. Defiant and Noncompliant Behavior
Children who demonstrate defiant behavior may refuse to follow instructions,
argue with the teacher, or deliberately disregard classroom rules. Noncompliance
is often rooted in power struggles, where the child seeks to assert control over the
situation. This behavior can create tension in the classroom and disrupt the flow
of the lesson.
2. Internalizing Behavior Problems
Internalizing behaviors are less outwardly visible but can be just as impactful on
a child’s social and academic development. These behaviors often involve
withdrawal, anxiety, or depressive symptoms. Children with internalizing
problems may not express their struggles in a way that others can immediately
identify, but these behaviors can lead to significant long-term challenges.
a. Anxiety and Nervousness
Children who exhibit anxiety may seem overly worried about schoolwork,
friendships, or other social situations. They might experience physical symptoms
such as stomachaches or headaches due to the anxiety, and they may avoid
school-related tasks or social interactions, impacting their ability to participate in
the classroom environment.
b. Depression and Sadness
Depression in young children is often expressed through withdrawal, lack of
interest in activities, low energy, or irritability. These children may have trouble
concentrating in class, display a lack of motivation, or appear socially isolated.
The emotional weight of depression can affect academic performance and peer
relationships.
c. Social Withdrawal
Some children may exhibit social withdrawal, avoiding interactions with peers or
showing little interest in participating in group activities. These children might
struggle with social skills or have trouble forming friendships, leading to feelings
of loneliness and isolation.
Causes of Behavior Problems in Children
Several factors contribute to the development of behavior problems in children,
especially at the elementary level. Understanding these underlying causes can
help teachers and parents tailor their approach to addressing these challenges
effectively.
1. Developmental Factors
Children at the elementary level are in a stage of rapid cognitive and emotional
development. Many behavior problems arise from the natural processes of
growth, such as developing self-control, learning to manage emotions, and
understanding social norms. Behavior problems may simply reflect a child’s
struggle with these developmental stages, which can vary significantly from one
child to another.
2. Family Environment
The family environment plays a critical role in shaping a child’s behavior.
Children who grow up in chaotic, neglectful, or abusive environments may
exhibit behavioral problems as a result of stress, insecurity, or a lack of positive
role models. Conversely, children from supportive and nurturing families may
display more positive behaviors.
3. School Environment
The classroom setting and the school culture can influence children’s behavior.
Overcrowded classrooms, inconsistent discipline, lack of emotional support, and
poor relationships with peers or teachers can contribute to behavior problems.
Children who feel alienated or unsupported may exhibit disruptive or withdrawn
behaviors.
4. Peer Influence
Peer relationships become increasingly important in elementary school. Negative
peer influences, such as bullying or exclusion, can lead to behavioral problems.
Children who feel rejected or bullied by their peers may act out in an attempt to
gain attention, protect themselves, or seek a sense of belonging.
5. Medical or Psychological Conditions
Certain medical or psychological conditions can contribute to behavior problems
in children. Attention-deficit hyperactivity disorder (ADHD), autism spectrum
disorder (ASD), learning disabilities, and other mental health conditions can
manifest in behavior problems. These conditions often require special
accommodations and interventions.
How Teachers Can Be Prepared to Tackle Behavior Problems
Teachers play a vital role in addressing behavior problems in the classroom. By
adopting proactive strategies, maintaining a positive classroom environment, and
working collaboratively with students, teachers can help manage and reduce
disruptive behaviors. The following are some effective ways teachers can be
prepared to handle behavior problems.
1. Establish Clear Expectations and Consistent Rules
Setting clear and consistent expectations from the start is essential in preventing
behavior problems. Teachers should establish classroom rules and guidelines that
are age-appropriate and easily understood by elementary students. It is important
to communicate these rules clearly, remind students regularly, and ensure that
the consequences for breaking rules are consistent and fair. When children
understand what is expected of them, they are more likely to engage in positive
behaviors.
2. Implement Positive Reinforcement
Reinforcing positive behavior is one of the most effective strategies for
encouraging good behavior. Teachers should focus on praising and rewarding
students when they follow instructions, engage respectfully with peers, or show
self-control. Positive reinforcement can come in the form of verbal praise, small
rewards, or special privileges. By emphasizing what students are doing right,
teachers help to reinforce desired behaviors and motivate students to continue
displaying them.
3. Develop Strong Teacher-Student Relationships
A positive and trusting relationship between the teacher and student is critical for
managing behavior. Teachers who show empathy, understanding, and support
are more likely to have students who respect them and are motivated to behave
appropriately. Building rapport with students allows teachers to better
understand their needs and provide personalized support. By acknowledging
each student’s strengths and challenges, teachers create a safe and supportive
environment.
4. Implement Behavioral Interventions
For children with persistent behavior problems, targeted behavioral
interventions may be necessary. Teachers can use a variety of strategies, such as
behavior charts, one-on-one counseling, or individualized behavior plans, to
address specific issues. For example, a student who frequently interrupts others
may benefit from a system where they earn points for every time they wait their
turn to speak. Teachers should collaborate with parents, counselors, and special
education staff to design and implement appropriate interventions.
5. Provide Emotional and Social Support
Addressing the emotional and social needs of children is equally important as
managing behavior. Teachers should encourage open communication, offer
emotional support, and teach conflict resolution and problem-solving skills.
Classroom activities that promote teamwork and social interaction can help
children develop better interpersonal skills, reducing the likelihood of aggressive
or withdrawn behavior.
6. Professional Development and Training
Teachers must be equipped with the knowledge and skills necessary to address
behavioral challenges effectively. Professional development in classroom
management, behavior modification techniques, and understanding child
psychology is essential. Workshops, conferences, and training sessions can
provide teachers with the tools and strategies they need to handle various
behavior issues.
7. Collaboration with Parents and Support Staff
Teachers should work closely with parents, school counselors, and other support
staff to address behavior problems. Communication between home and school is
crucial for understanding the root causes of behavioral issues and developing
effective strategies for intervention. Regular meetings with parents can provide
valuable insights into the child’s behavior outside the classroom and help
establish a unified approach to addressing problems.
Conclusion
Behavior problems in elementary school children are common but manageable
with the right strategies. By understanding the various types of behavior
problems, their causes, and effective intervention techniques, teachers can create
a positive and supportive learning environment for all students. Establishing
clear expectations, reinforcing positive behavior, building strong teacher-student
relationships, and providing emotional support are just a few ways teachers can
help children overcome behavioral challenges. Ultimately, a well-prepared and
proactive teacher can make a significant difference in the lives of students,
fostering a classroom environment where all children can thrive.

Q.No.3 What should be the characteristics of a well-managed

classroom? Also

Identify principles related to sound management.

(20)

Answer: Characteristics of a Well-Managed Classroom

A well-managed classroom is one where students can engage meaningfully with
the material, collaborate with their peers, and grow academically and socially.
Classroom management is not just about maintaining order; it is about creating
an environment where students feel safe, respected, and motivated to learn.
Effective classroom management contributes significantly to student learning,
behavior, and overall academic success.
1. Clear Expectations and Rules
A key characteristic of a well-managed classroom is the establishment of clear
expectations and rules. Students must understand what is expected of them in
terms of behavior and academic work. The rules should be simple,
understandable, and consistent, covering areas such as respect for others, timely
submission of assignments, and appropriate behavior during lessons. When these
expectations are communicated clearly, students are more likely to engage
positively in the learning process.
Setting expectations also involves laying out routines for daily tasks. For example,
how students enter the classroom, submit homework, or transition between
activities should be made clear from the start. This predictability helps students
feel secure and minimizes opportunities for misbehavior.
2. Positive Teacher-Student Relationships
A well-managed classroom thrives on mutual respect between teachers and
students. Building positive teacher-student relationships is crucial for
maintaining classroom order. Teachers should be approachable, empathetic, and
supportive of students’ emotional and academic needs. When students feel valued
and understood, they are more likely to respect classroom rules and participate in
activities.
Teachers should also foster an atmosphere of inclusivity, where each student
feels a sense of belonging. By creating a positive, safe, and welcoming
environment, teachers can motivate students to put forth their best efforts in both
academic and behavioral terms.
3. Student Engagement and Active Participation
Classroom management is closely linked to student engagement. A well-managed
classroom is one where students are actively involved in the learning process.
When students are engaged, they are less likely to exhibit disruptive behavior.
Teachers can maintain engagement by using varied teaching methods,
incorporating interactive activities, and providing opportunities for students to
express their ideas.
Active participation encourages students to take ownership of their learning. This
can be achieved through group discussions, collaborative projects, and
student-led activities. The more students feel involved, the less likely they are to
become disengaged or disruptive.
4. Consistent and Fair Discipline
Discipline in a well-managed classroom is consistent, fair, and transparent.
Teachers must enforce the rules in a way that is predictable, fair, and respectful
to all students. Consequences for inappropriate behavior should be known in
advance and applied equally to everyone, regardless of the student’s background
or personality. This ensures that no student feels unfairly treated, which helps
maintain trust and cooperation.
While rules must be enforced, teachers must also demonstrate flexibility when
necessary. For example, understanding the context of a student’s actions (e.g., a
personal issue or learning difficulty) can guide a teacher in deciding the most
appropriate response.
5. Supportive Learning Environment
A well-managed classroom provides a learning environment that supports both
academic and social-emotional development. The physical classroom setup
should be conducive to learning, with enough space for students to work
comfortably and collaborate. A clutter-free, organized classroom helps reduce
distractions and allows students to focus on the lesson.
A safe and emotionally supportive environment is equally important. Students
need to feel secure in expressing themselves without fear of ridicule or
punishment. Teachers should establish a climate where students feel comfortable
taking risks, making mistakes, and asking questions.
6. Use of Effective Communication
Effective communication is an essential component of classroom management.
Teachers must be able to clearly communicate instructions, expectations, and
feedback to students. Similarly, students should feel they can express their
thoughts, ask for help, and seek clarification when needed.
Teachers can promote effective communication by using a variety of strategies,
such as active listening, asking open-ended questions, and encouraging students
to share their opinions. Clear, respectful communication fosters positive
relationships and minimizes misunderstandings.
7. Flexibility and Adaptability
No two classrooms are the same, and effective classroom management requires
the ability to adapt to changing circumstances. Whether it’s adjusting the lesson
plan to accommodate diverse learning styles or modifying classroom activities
based on the class's energy levels, flexibility is key.
Teachers should also be prepared to adapt their management strategies when
dealing with challenging behavior. While consistency is important, being
adaptable and responsive to the needs of the moment can help maintain a
well-managed classroom.
Principles Related to Sound Classroom Management
Sound classroom management principles are essential for creating a positive,
productive learning environment. These principles guide teachers in establishing
a classroom that fosters respect, engagement, and collaboration.
1. Prevention is Key
Prevention is one of the foundational principles of classroom management.
Proactively establishing rules, routines, and positive relationships with students
can prevent many behavioral issues from arising in the first place. When teachers
set clear expectations and model the desired behavior, students are less likely to
engage in disruptive actions.
Additionally, teachers can prevent disengagement by making lessons interesting
and relevant to students. This can be achieved through incorporating student
interests into the curriculum, using diverse teaching methods, and maintaining
an active learning environment.
2. Consistency in Enforcement
A consistent approach to enforcing rules and consequences is crucial. Consistency
provides predictability for students, allowing them to know what to expect in any
given situation. When rules are enforced consistently, students learn that their
actions have consequences, which encourages them to act responsibly.
However, while consistency is important, it is also essential to maintain fairness.
Teachers should be flexible in their approach, taking into account individual
circumstances, such as personal challenges or special needs, when applying
consequences.
3. Positive Reinforcement
Positive reinforcement involves rewarding students for demonstrating desirable
behavior, such as following instructions or participating actively in class.
Reinforcement can take many forms, including verbal praise, tangible rewards,
or privileges like choosing the next classroom activity. By focusing on reinforcing
positive behaviors, teachers can encourage students to continue engaging in those
behaviors.
Positive reinforcement not only motivates students to follow rules but also builds
their self-esteem and reinforces a growth mindset. It helps students understand
what good behavior looks like and encourages them to replicate it.
4. Clear Expectations and Procedures
Establishing and maintaining clear expectations is essential for sound classroom
management. Teachers must communicate what is expected of students
regarding behavior, participation, and academic performance. Procedures for
daily tasks, such as how to submit assignments or transition between activities,
should be well-defined and consistently followed.
When students understand what is expected of them, they are more likely to
engage in appropriate behavior and less likely to exhibit disruptive tendencies.
Clear expectations also help reduce confusion and uncertainty, which can lead to
behavioral issues.
5. Building Relationships and Trust
A well-managed classroom is one where students feel valued, respected, and
heard. Building positive relationships with students is key to establishing a
cooperative and respectful learning environment. Teachers should take the time
to get to know their students as individuals, showing interest in their well-being
and progress.
Trust is a critical component of these relationships. When students trust their
teacher, they are more likely to follow rules, participate actively, and take
responsibility for their actions. Building trust involves being consistent, fair, and
supportive while demonstrating care and empathy.
6. Active Engagement and Participation
A well-managed classroom is one where students are actively engaged and
participating in the learning process. Engaged students are less likely to become
bored or exhibit disruptive behavior. Teachers should strive to make lessons
interactive, offering opportunities for students to collaborate, problem-solve, and
share their ideas.
Additionally, teachers should recognize that students have different learning
styles, and adapting teaching methods to meet these needs can help maintain high
levels of engagement.
7. Flexibility and Adaptation
Effective classroom management requires flexibility. Teachers should be
prepared to adjust their strategies when circumstances change. Whether it’s
adjusting a lesson plan to better suit the class’s needs or modifying classroom
activities to maintain focus, being adaptable is key to maintaining a well-managed
classroom.
Flexibility also involves being responsive to individual students' needs. Some
students may require additional support or accommodations, while others may
need more challenges to stay engaged.
8. Reflection and Improvement
Classroom management is an ongoing process of reflection and improvement.
Teachers should regularly evaluate the effectiveness of their strategies and make
adjustments as needed. Reflecting on what works and what doesn’t allows
teachers to continuously improve their management techniques and adapt to the
changing needs of their students.
By consistently evaluating their own practices, teachers can refine their
classroom management approach and foster a more positive and productive
learning environment.
Conclusion
A well-managed classroom is a cornerstone of effective teaching. It is an
environment where students feel safe, respected, and motivated to engage in
their learning. The characteristics of a well-managed classroom, including clear
expectations, positive relationships, active engagement, and consistent discipline,
are essential for creating a positive educational experience. The principles of
sound classroom management, such as prevention, consistency, positive
reinforcement, and flexibility, guide teachers in maintaining a classroom where
students can thrive academically and socially. By focusing on these principles and
characteristics, teachers can create classrooms that foster both academic success
and personal growth.

Q.No.4 Discuss teacher made achievement tests? Construct six

items of each,

Short answers, completion, true false, matching, multiple choice

and
Essay type from the English of class VII (public sector).

(20)

Answer: Teacher-Made Achievement Tests: A Comprehensive

Discussion
Teacher-made achievement tests are assessments designed and constructed by
teachers to measure the extent to which students have achieved the educational
objectives set out in the curriculum. These tests can serve a variety of purposes,
from determining student progress, guiding instructional decisions, to evaluating
the effectiveness of teaching methods. Since these tests are tailored to specific
classroom contexts, they offer the advantage of being directly relevant to the
students' learning experiences.
In this discussion, we will explore the concept of teacher-made achievement tests,
their importance, the types of questions commonly used in such tests, and we will
also provide examples of six different types of test items—short answer,
completion, true/false, matching, multiple-choice, and essay—based on the
English curriculum for Class VII in a public-sector school.
Teacher-Made Achievement Tests: Overview
A teacher-made achievement test is designed to assess students' understanding
and mastery of specific concepts or skills. Unlike standardized tests, which are
administered to large groups of students across various schools, teacher-made
tests are custom-designed for a particular group of students based on the specific
content and goals of the curriculum they are following. The primary aim of these
tests is to evaluate how well students have learned the material, whether they can
apply the knowledge, and if they are ready to move forward in their educational
journey.
Importance of Teacher-Made Achievement Tests
1. Diagnostic Tool: These tests help teachers identify areas where students
are struggling and where additional instruction is needed. By analyzing the
 results, teachers can determine which concepts need to be revisited and
which teaching strategies need to be adjusted.
2. Motivation for Students: Achievement tests can serve as a source of
motivation for students. When students know they will be assessed on what
they have learned, they may be more likely to engage actively with the
material.
3. Formative and Summative Evaluation: Teacher-made tests can be used
for both formative and summative assessments. Formative assessments are
given during the learning process to guide instruction, while summative
assessments are given at the end of a unit to determine overall
achievement.
4. Customization and Relevance: Teacher-made tests are aligned directly
with the learning goals and objectives of the class, making them more
relevant to the students' learning needs. Teachers can create questions that
reflect the specific content that was taught, ensuring a close match between
instruction and assessment.
5. Feedback Mechanism: These tests provide immediate feedback to
students, allowing them to understand their strengths and areas for
improvement. This feedback is essential for guiding further learning and
ensuring that students are on track.
Types of Questions in Teacher-Made Achievement Tests
Teacher-made achievement tests typically include a variety of question formats to
assess different cognitive skills and knowledge levels. Below are the six common
types of questions used in these tests, along with examples based on the English
curriculum for Class VII (public sector).
1. Short Answer Questions
Short answer questions require students to write brief responses, typically a
word, phrase, or a sentence. These questions are designed to test students' recall
of facts, definitions, or concepts.
Examples of Short Answer Questions for Class VII English:
1. What is the main theme of the poem "The Road Not Taken"?
 o Answer: The main theme is the importance of
choices and their impact on life.
2. Who is the protagonist in the story "The Last Leaf"?

o Answer: The protagonist is Johnsy.

3. Name the author of the story "A Horse and Two Goats."

o Answer: R. K. Narayan.
4. What is the setting of the story "The Lost Child"?

o Answer: The setting is a village fair.

5. Which figure of speech is used in the line "The wind was a lion
roaring"?

o Answer: Personification.
6. What is the meaning of the word "perplexed" as used in the lesson?

o Answer: Confused or puzzled.

2. Completion Questions
Completion questions require students to fill in the blanks with the appropriate
word, phrase, or number. These questions test students’ ability to recall specific
information.
Examples of Completion Questions for Class VII English:
1. The story "The Last Leaf" is set in the _______ district of New York City.

o Answer: Greenwich Village.

2. The poem "If I Were an Englishman" was written by _______.

o Answer: A. G. Gardiner.
3. In the story "A Horse and Two Goats," Muni was a poor _______.

o Answer: Shepherd.
4. The poet in "The Road Not Taken" describes a _______ road that he could not
travel.
 o Answer: Diverging.
5. The word "mysterious" in the story "The Lost Child" refers to the _______
nature of the fair.

o Answer: Enchanting.
6. Johnsy, the main character in "The Last Leaf," is suffering from _______.

o Answer: Pneumonia.
3. True/False Questions
True/false questions are statements that students must judge as being true or false
based on their knowledge of the material. These questions assess students’
understanding of factual information and their ability to distinguish between
correct and incorrect statements.
Examples of True/False Questions for Class VII English:
1. Johnsy in "The Last Leaf" was an artist. (True/False)

o Answer: True.
2. The poem "The Road Not Taken" was written by William Shakespeare.
(True/False)

o Answer: False (It was written by Robert Frost).

3. The setting of "The Lost Child" is a city park. (True/False)

o Answer: False (It is set in a village fair).

4. The character of Muni in "A Horse and Two Goats" is very wealthy.
(True/False)

o Answer: False.
5. "The Road Not Taken" is a poem about two paths diverging in a forest.
(True/False)

o Answer: True.
6. In "The Last Leaf," Behrman paints a leaf on a wall to save Johnsy’s life.
(True/False)
 o Answer: True.
4. Matching Questions
Matching questions require students to match items from two columns based on a
relationship or connection. This type of question tests students' ability to
recognize relationships between concepts or ideas.
Examples of Matching Questions for Class VII English:
Match the following authors with their works:

Author Work
1. R. K. Narayan A. The Road Not Taken
2. Robert Frost B. The Last Leaf
3. O. Henry C. A Horse and Two Goats
4. A. G. Gardiner D. The Lost Child
Answer:

1. R. K. Narayan - C. A Horse and Two Goats

2. Robert Frost - A. The Road Not Taken
3. O. Henry - B. The Last Leaf
4. A. G. Gardiner - D. The Lost Child
5. Multiple-Choice Questions (MCQs)
Multiple-choice questions provide students with a list of possible answers, one of
which is correct. These questions assess students' ability to recognize the correct
answer from a set of options.
Examples of Multiple-Choice Questions for Class VII English:
1. Who is the author of "The Road Not Taken"?

o A) William Shakespeare
o B) Robert Frost
 o C) Emily Dickinson
o D) Langston Hughes
o Answer: B) Robert Frost
2. In the story "The Lost Child," what does the child want the most at the
fair?

o A) A toy balloon
o B) A snake-charmer’s basket
o C) A garland of flowers
o D) A ride on the horse
o Answer: A) A toy balloon
3. Which character in "The Last Leaf" sacrifices his life to save another?

o A) Behrman
o B) Johnsy
o C) Sue
o D) Muni
o Answer: A) Behrman
4. What is the theme of the poem "The Road Not Taken"?

o A) The passage of time

o B) The importance of choices
o C) Nature’s beauty
o D) Love and friendship
o Answer: B) The importance of choices
5. What happens in the story "A Horse and Two Goats"?
 o A) A misunderstanding between a tourist and a
shepherd
o B) A man’s journey to a faraway land
o C) A horse’s escape from the stable
o D) A child’s discovery of a hidden treasure
o Answer: A) A misunderstanding between a tourist
and a shepherd
6. What does the "Last Leaf" symbolize in the story?

o A) Hope and survival

o B) Death and despair
o C) Love and friendship
o D) Freedom and independence
o Answer: A) Hope and survival
6. Essay-Type Questions
Essay-type questions require students to write detailed responses, demonstrating
their understanding of a topic, analysis, and ability to structure their thoughts
coherently. These questions assess higher-order thinking skills and the ability to
elaborate on key concepts.
Examples of Essay-Type Questions for Class VII English:

1. **Discuss the significance of the poem "The

Teacher-Made Achievement Tests: A Comprehensive Overview
Teacher-made achievement tests are essential tools for assessing students'
understanding, knowledge retention, and ability to apply learned concepts. These
tests are customized to the specific content taught in the classroom and serve
various purposes, such as evaluating student progress, guiding instructional
adjustments, and providing feedback to students and parents. This article will
discuss the significance of teacher-made achievement tests, provide examples of
different types of questions, and explore how they contribute to the educational
process.
Definition and Importance of Teacher-Made Achievement Tests
A teacher-made achievement test is an assessment tool designed by a teacher to
measure how well students have grasped the material taught during a lesson,
unit, or course. These tests can vary in format, from short-answer questions to
essays, and they are intended to evaluate a student’s mastery of a particular
subject. Unlike standardized tests, which are used for broader assessments,
teacher-made tests are more specific and tailored to the teacher’s instructional
goals and objectives.
Teacher-made achievement tests are highly significant for several reasons:

• Customization: Teachers can create tests that directly

align with the content they have taught and the
educational objectives they aim to achieve.
• Diagnostic Purpose: These tests provide valuable
diagnostic feedback, helping teachers identify areas
where students struggle and adjust their teaching
strategies accordingly.
• Student Motivation: Knowing they will be tested on
specific content can motivate students to engage more
deeply with the material.
• Immediate Feedback: Teacher-made tests offer
immediate feedback, helping students understand their
strengths and weaknesses and providing opportunities
for remediation or enrichment.
• Formative and Summative Assessment: Teacher-made
tests can be used both formatively (to guide ongoing
 instruction) and summatively (to evaluate overall
achievement at the end of a unit or term).
Types of Questions in Teacher-Made Achievement Tests
Teacher-made achievement tests commonly include a variety of question formats,
each serving a distinct purpose in evaluating students’ understanding. These
question types range from simple recall to complex critical thinking tasks,
ensuring a well-rounded assessment of students' cognitive abilities. Below are the
six types of questions frequently used in these tests:
1. Short Answer Questions
Short answer questions require students to provide brief responses to specific
questions, typically in one or two sentences. This format assesses students' ability
to recall information and demonstrate understanding concisely.
Examples of Short Answer Questions for Class VII English:
1. What is the theme of the poem "The Road Not Taken"?

o Answer: The theme is about making choices and

the impact those choices have on our lives.
2. Who is the main character in the story "The Last Leaf"?

o Answer: The main character is Johnsy.

3. Who wrote the poem "The Road Not Taken"?

o Answer: Robert Frost.

4. Where is the story "The Last Leaf" set?

o Answer: The story is set in Greenwich Village, New

York.
5. What does "The Road Not Taken" symbolize?

o Answer: It symbolizes the choices we make in life

and their long-term consequences.
6. What does Johnsy believe about the falling leaves in "The Last Leaf"?
 o Answer: She believes that when the last leaf falls,
she will die.
2. Completion Questions
Completion questions ask students to fill in the blanks with the correct word or
phrase. This format assesses the students' ability to recall specific information
from the lesson.
Examples of Completion Questions for Class VII English:
1. The poet in "The Road Not Taken" reflects on the ___________ of choices.

o Answer: Consequences.
2. In "The Last Leaf," Sue is an ___________.

o Answer: Artist.
3. Muni, in "A Horse and Two Goats," is a ___________.

o Answer: Shepherd.
4. The story "The Lost Child" is set during a ___________.

o Answer: Village fair.

5. In the poem "The Road Not Taken," the speaker regrets not taking the
___________ road.

o Answer: Other.
6. Behrman in "The Last Leaf" is a ___________.

o Answer: Painter.
3. True/False Questions
True/false questions present a statement that students must judge as being correct
(true) or incorrect (false). These questions test students' understanding of facts
and concepts.
Examples of True/False Questions for Class VII English:
1. Johnsy in "The Last Leaf" believes that when the last leaf falls, she will
recover. (True/False)
 o Answer: False (She believes she will die when the
last leaf falls).
2. The poet of "The Road Not Taken" regrets the decision to take the road less
traveled. (True/False)

o Answer: False (The poet reflects on the impact of

his choice, but doesn't explicitly regret it).
3. Muni is a wealthy businessman in "A Horse and Two Goats." (True/False)

o Answer: False (Muni is a poor shepherd).

4. "The Lost Child" ends with the child reuniting with his parents. (True/False)

o Answer: False (The child is lost at the fair and

never reunites with his parents).
5. Behrman paints a leaf on the wall to give hope to Johnsy. (True/False)

o Answer: True.
6. "A Horse and Two Goats" is a story of a communication mix-up between an
American tourist and an Indian shepherd. (True/False)

o Answer: True.
4. Matching Questions
Matching questions require students to match items from two lists, demonstrating
their ability to recognize relationships between concepts.
Examples of Matching Questions for Class VII English:
Match the author with their work:

Author Work
1. Robert Frost A. The Road Not Taken
2. O. Henry B. The Last Leaf
3. R.K. Narayan C. A Horse and Two Goats
4. A.G. Gardiner D. The Lost Child
Answer:

1. Robert Frost - A. The Road Not Taken

2. O. Henry - B. The Last Leaf
3. R.K. Narayan - C. A Horse and Two Goats
4. A.G. Gardiner - D. The Lost Child
5. Multiple-Choice Questions (MCQs)
Multiple-choice questions provide a set of possible answers, from which students
must select the correct one. This type of question assesses students' ability to
recall information and make informed choices.
Examples of Multiple-Choice Questions for Class VII English:
1. Who wrote "The Last Leaf"?

o A) O. Henry
o B) Robert Frost
o C) A.G. Gardiner
o D) R.K. Narayan
o Answer: A) O. Henry
2. What does the child desire most in "The Lost Child"?

o A) A toy
o B) A garland of flowers
o C) A balloon
o D) A ride on a horse
o Answer: C) A balloon
3. What is the setting of "A Horse and Two Goats"?
 o A) A city park
o B) A village in India
o C) An American suburb
o D) A desert
o Answer: B) A village in India
4. Which of the following themes is central to "The Road Not Taken"?

o A) Love and loss

o B) Choices and consequences
o C) War and peace
o D) Nature and beauty
o Answer: B) Choices and consequences
5. What role does Behrman play in "The Last Leaf"?

o A) He is a doctor.
o B) He is a painter who sacrifices his life.
o C) He is a tourist.
o D) He is a philanthropist.
o Answer: B) He is a painter who sacrifices his life.
6. In "The Lost Child," what does the child finally realize?

o A) The fair is not what it seemed.

o B) His parents are not coming back.
o C) He has found a new family.
o D) He is lost in the crowd.
 o Answer: B) His parents are not coming back.
6. Essay-Type Questions
Essay-type questions allow students to explore concepts in depth, providing
detailed answers that demonstrate their understanding and critical thinking
abilities.
Examples of Essay-Type Questions for Class VII English:

1. Discuss the theme of choices in the poem "The Road

Not Taken" and how it reflects the poet’s view on life.
2. Analyze the character of Behrman in "The Last Leaf"
and explain his role in the story’s resolution.
3. Describe the significance of the village fair in the
story "The Lost Child" and its impact on the child’s
experience.
4. Explain how the story "A Horse and Two Goats"
highlights cultural misunderstandings and the
importance of communication.
5. Compare and contrast the themes of hope and
despair in "The Last Leaf" and "The Road Not Taken."
6. Discuss the role of fate in "The Lost Child" and how
the story portrays the innocence of childhood.
Conclusion
Teacher-made achievement tests are invaluable tools in assessing student
learning. They are highly customizable, relevant to the curriculum, and provide
insightful feedback. By using different types
Teacher-made achievement tests are personalized assessments designed by
educators to evaluate how well students understand and apply the material
taught in a specific course or unit. These tests vary in format and can be aligned
directly with the learning objectives of the teacher, making them especially useful
for providing immediate and relevant feedback to both students and instructors.
Definition and Importance of Teacher-Made Achievement Tests
These tests are crucial for several reasons:

1. Customization: Teachers tailor the tests to match the

specific curriculum, focusing on the exact material
covered.
2. Diagnostic Feedback: They help identify students'
strengths and weaknesses, enabling teachers to modify
instruction accordingly.
3. Motivation: Students are more likely to engage with the
material when they know they are being tested on what
was specifically taught.
4. Flexibility: They can serve both as formative
assessments (to inform ongoing teaching) and
summative assessments (to evaluate overall learning at
the end of a unit).
Types of Questions in Teacher-Made Achievement Tests
Various question types can be included in these assessments. Below are some
common formats:
1. Short Answer Questions
These require students to provide concise answers, typically one or two
sentences. They are often used to test recall and basic understanding.

• Example: What is the theme of the poem "The Road Not

Taken"?
 o Answer: The theme is about making choices and
the consequences of those choices.
2. Completion Questions
Students fill in the blanks with the appropriate word or phrase, testing their recall
of specific facts.

• Example: In the poem "The Road Not Taken," the poet

reflects on the __________ of choices.
o Answer: Consequences.
3. True/False Questions
These questions present a statement, and students must determine if it is true or
false.

• Example: The poet of "The Road Not Taken" regrets the

decision to take the road less traveled.
o Answer: False.
4. Matching Questions
Students match items from two lists, testing their understanding of relationships
between concepts.
• Example: Match the author with their work:

1. Robert Frost - A. The Road Not Taken

2. O. Henry - B. The Last Leaf
• Answer:

1. Robert Frost - A. The Road Not Taken

2. O. Henry - B. The Last Leaf
5. Multiple-Choice Questions (MCQs)
These provide a set of options, and students must choose the correct one.

• Example: Who wrote "The Last Leaf"?

 o A) O. Henry
o B) Robert Frost
o Answer: A) O. Henry
6. Essay-Type Questions
These questions require a more detailed response, assessing students' ability to
discuss, analyze, or interpret complex ideas.

• Example: Discuss the theme of choices in the poem "The

Road Not Taken."
Conclusion
Teacher-made achievement tests are powerful tools for assessing students'
understanding of specific course content. By incorporating various question
types, teachers can create well-rounded assessments that not only evaluate
students' knowledge but also provide insights into their learning processes. These
assessments ultimately help guide both teaching strategies and student growth.

Q.No.5 Describe the role of teacher training in deterioration of the

education.

System. Suggest measures for improvement. ‫ﺳﻮال‬

Answer: Role of Teacher Training in the Deterioration of the

Education System
Teacher training is a critical aspect of any educational system, as teachers are the
primary agents of learning and are responsible for shaping the future of students.
However, in many countries, including Pakistan, inadequate or ineffective
teacher training has contributed significantly to the deterioration of the
education system. To understand how teacher training affects education, it is
essential to examine the role of teacher training, its shortcomings, and the impact
it has had on the educational outcomes. Additionally, suggestions for
improvement will be provided.
1. Inadequate Training Programs
One of the main reasons for the deterioration of the education system is the
inadequacy of teacher training programs. Many teacher training institutes lack a
curriculum that reflects modern pedagogical strategies or the specific needs of
students. Instead of focusing on developing teachers' skills in teaching
methodologies, classroom management, or understanding diverse learning needs,
many programs are overly theoretical and disconnected from classroom realities.
In Pakistan, for instance, teacher training programs in many institutions are not
robust enough. The curricula are outdated, and the teaching methods do not
equip educators with the skills needed to engage students or manage classrooms
effectively. This results in teachers entering classrooms without the necessary
skills to inspire and educate students effectively, leading to low student
engagement, poor academic performance, and high dropout rates.
2. Lack of Continuous Professional Development
Teacher training is not a one-time event but rather an ongoing process.
Continuous professional development is essential for teachers to stay updated
with the latest educational trends, research, and technologies. However, many
countries lack a structured system for continuous teacher development. In
Pakistan, most teachers receive limited or no professional development
opportunities after their initial training. As a result, their skills and teaching
methods stagnate over time, and they become less equipped to deal with evolving
educational demands.
The lack of continuous development in the education sector means that teachers
are often using outdated methods, leading to a failure in addressing the diverse
needs of students. In the long run, this failure contributes to poor learning
outcomes, high dropout rates, and overall educational inefficiency.
3. Inadequate Focus on Classroom Management Skills
Classroom management is another critical area where teacher training often falls
short. Teachers need to be trained not only in content delivery but also in
managing diverse classrooms. Effective classroom management strategies can
ensure a positive learning environment, where students feel motivated and
encouraged to participate.
However, in many teacher training programs, classroom management is either
not adequately addressed or is treated as a secondary issue. Teachers may
graduate without the necessary skills to handle disruptive behavior, maintain
discipline, or engage students in a meaningful way. This leads to chaotic
classrooms, where students' learning is disrupted, and teachers struggle to deliver
lessons effectively.
4. Failure to Address Diverse Learners' Needs
Modern classrooms are diverse, with students coming from different
backgrounds, cultures, and abilities. A significant challenge for teachers is to
address this diversity in a way that supports all learners. Unfortunately, many
teacher training programs fail to prepare teachers for this challenge. Teachers are
often trained in a "one-size-fits-all" approach, which is ineffective in catering to
the varied needs of students.
In Pakistan, for example, many teachers are not trained in inclusive education,
which is essential for ensuring that students with disabilities, language barriers,
or different learning styles are adequately supported. The failure to provide
proper training in these areas leads to the exclusion of students who require
additional support, further exacerbating inequalities in education.
5. Inadequate Assessment and Feedback Mechanisms
Effective teaching involves continuous assessment of student learning and
providing timely feedback to students. However, many teachers are not
adequately trained in assessment methods, which affects their ability to measure
student progress accurately. Moreover, when assessment techniques are
ineffective, it becomes difficult for educators to identify areas where students
need additional support.
The lack of training in formative assessments, diagnostic assessments, and
feedback strategies can hinder student progress, leading to underachievement
and frustration. In Pakistan, teachers often rely on traditional methods of
assessment, such as rote memorization and final exams, which do not effectively
measure student understanding or development.
6. Limited Technological Integration
In the modern world, technology plays an increasingly important role in
education. Teachers are expected to integrate technology into their lessons, from
interactive whiteboards to educational software and online resources. However,
many teachers are not adequately trained to use these technologies effectively in
their teaching. The lack of training in educational technology limits teachers'
ability to engage students in innovative and interactive ways, thereby
diminishing the learning experience.
In Pakistan, there is a significant gap in teachers' ability to use technology in
classrooms. While some schools have access to computers and digital resources,
teachers are often unfamiliar with how to incorporate these tools into their
teaching methods. This technological divide has contributed to an educational
system that is not aligned with the demands of the 21st century.
Measures for Improvement
To address the issues related to teacher training and improve the education
system, several measures can be implemented:
1. Revamping Teacher Training Programs
Teacher training programs need to be overhauled to ensure that they are
comprehensive, modern, and practical. Teacher training curricula should be
updated to reflect current educational theories, modern pedagogical methods,
and the diverse needs of students. Training programs should focus on:

• Developing a deep understanding of student psychology

and the diverse needs of learners.
• Providing practical teaching strategies, including
differentiated instruction, formative assessments, and
classroom management techniques.
• Ensuring that teachers are equipped to use technology
effectively in their teaching.
2. Continuous Professional Development
Teacher development should be a continuous process, with regular opportunities
for teachers to update their skills and knowledge. This could include:
 • Offering regular in-service training programs,
workshops, and seminars on new teaching methods and
technologies.
• Encouraging teachers to engage in peer learning, where
they can share best practices and learn from one
another.
• Establishing online platforms where teachers can access
resources, collaborate with peers, and stay updated with
the latest research in education.
3. Fostering a Focus on Classroom Management
Teacher training programs should emphasize classroom management techniques,
as these are critical to creating an environment conducive to learning. Teachers
should be trained in:

• Strategies for maintaining discipline and preventing

disruptive behavior.
• Techniques for engaging students and fostering a
positive, inclusive classroom environment.
• Conflict resolution strategies to address issues that arise
between students.
4. Emphasizing Inclusive Education
Teacher training should focus on equipping teachers with the skills to work with
diverse learners, including those with special needs, language barriers, and
different learning styles. Key strategies should include:

• Training teachers to use inclusive teaching methods,

such as differentiated instruction, to cater to diverse
learning needs.
 • Teaching strategies for supporting students with
disabilities or learning difficulties.
• Providing resources and training for teachers to create
an inclusive and accessible learning environment for all
students.
5. Integrating Technology into Teacher Training
Teacher training programs should prioritize the integration of technology in the
classroom. This could involve:

• Providing teachers with the necessary skills to use

digital tools, educational apps, and online resources in
their teaching.
• Training teachers to create interactive,
technology-driven lessons that engage students.
• Offering teachers ongoing support in incorporating
technology effectively into their daily teaching practices.
6. Improving Assessment and Feedback Training
Teacher training should include a focus on effective assessment and feedback
strategies. Teachers should be trained to:

• Use a variety of assessment methods, including

formative, summative, and diagnostic assessments.
• Provide timely and constructive feedback that helps
students improve their learning.
• Use assessment data to inform instruction and identify
students who need additional support.
Conclusion
Teacher training plays a pivotal role in the quality of education. The shortcomings
in teacher training, including outdated curricula, a lack of continuous
professional development, inadequate classroom management strategies, and
limited technology integration, have contributed significantly to the deterioration
of the education system in many countries, including Pakistan. However, by
overhauling teacher training programs, emphasizing continuous development,
focusing on inclusive education, and integrating technology, we can significantly
improve the quality of education and create a more effective learning
environment for students.