Match the following and choose the appropriate option : Indicators of…
2024
Match the following and choose the appropriate option :
Indicators of assessment Skills/Abilities
(a) Discussion (i) Sensitivity towards differently abled, showing concern for environment
(b) Observation (ii) Making logical connections
(c) Normative concerns (iii) Reporting, narrating, picture-reading and drawing
(d) Explanation (iv) Listening, expressing opinions and finding out from others
- A.
(a)-(iv), (b)-(iii), (c)-(i), (d)-(ii)
- B.
(a)-(iv), (b)-(ii), (c)-(i), (d)-(iii)
- C.
(a)-(iv), (b)-(iii), (c)-(ii), (d)-(i)
- D.
(a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)
Show answer & explanation
Correct answer: A
Continuous and Comprehensive Evaluation (CCE) uses several classroom indicators to assess different learner abilities: discussion is a dialogic indicator (it assesses listening, expressing opinions, and exchanging views with others); observation is a descriptive/recording indicator (it assesses reporting, narrating, picture-reading and drawing what is seen); normative concerns are a values-based indicator (they assess sensitivity and attitudes, such as concern for the environment or for differently abled peers); and explanation is a reasoning indicator (it assesses the ability to make logical, cause-effect connections).
Applying this to the given indicators:
Indicator | Skill/Ability it assesses |
|---|---|
(a) Discussion | (iv) Listening, expressing opinions and finding out from others |
(b) Observation | (iii) Reporting, narrating, picture-reading and drawing |
(c) Normative concerns | (i) Sensitivity towards differently abled, showing concern for environment |
(d) Explanation | (ii) Making logical connections |
Cross-check: each of the four skills is used exactly once, and no indicator plausibly fits a different skill — discussion is not values-based, observation is not reasoning-based, normative concerns are not reasoning-based, and explanation is not descriptive/recording-based. This confirms the mapping is unique.
The other offered sequences each misassign two or more indicators' roles:
(a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) swaps Observation and Explanation — it treats the descriptive/recording indicator as reasoning-based and the reasoning indicator as descriptive, reversing their actual roles.
(a)-(iv), (b)-(iii), (c)-(ii), (d)-(i) swaps Normative concerns and Explanation — it treats the values-based indicator as reasoning-based and the reasoning indicator as values-based.
(a)-(ii), (b)-(iii), (c)-(iv), (d)-(i) cyclically rotates the skills among Discussion, Normative concerns and Explanation (Discussion receives Explanation's skill, Explanation receives Normative concerns' skill, and Normative concerns receives Discussion's skill), while leaving Observation correctly paired — a three-way misassignment rather than a simple two-way swap.
Therefore, the correct match is (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii).