National Question

Making Competition
2009
TIPS FOR MAKING
MULTIPLE CHOICE
QUESTIONS
www.ei-india.com/asset-qmc
National Question-Making Competition
Better learning through good questions
Published by Educational Initiatives Pvt. Ltd., Ahmedabad, 2009
This document is not copyrighted. You may make copies of it and distribute it, but must
acknowledge the source. You are requested to inform Educational Initiatives in such cases.
This document has been developed and published with the objective of helping teachers
improve classroom testing and evaluation.
Please send us comments and feedback at
or call at 09990499504 (Atul Pandey) for more details
You can also contact us at:
Ahmedabad | 91-79-40269696
Mumbai |91-22-32686329, 27561430
Hyderabad | 91-40-32419534
Bangalore | 91-80-64567049, 41237162
Delhi| 91-11-26462264
asset-qmc@ei-india.com
CONTENTS:
Chapter 1 : Basics of question Making
Chapter 2 : Key principles of Question Making
chapter 3 : Different Formats of Questions
Chapter 4 : Making Multiple choice questions
chapter 5 : Using passage in Hindi
chapter 6 : Question Rating Exercise
The one real goal of education
is to leave a person asking
questions.
- Max Beerhohm
Published by Educational Initiatives Pvt. Ltd., Ahmedabad, 2009
This document is not copyrighted. You may make copies of it and distribute it, but must
acknowledge the source. You are requested to inform Educational Initiatives in such cases.
This document has been developed and published with the objective of helping teachers
improve classroom testing and evaluation.
Please send us comments and feedback at
or call at 09990499504 (Atul Pandey) for more details
You can also contact us at:
Ahmedabad | 91-79-40269696
Mumbai |91-22-32686329, 27561430
Hyderabad | 91-40-32419534
Bangalore | 91-80-64567049, 41237162
Delhi| 91-11-26462264
asset-qmc@ei-india.com
CONTENTS:
Chapter 1 : Basics of question Making
Chapter 2 : Key principles of Question Making
chapter 3 : Different Formats of Questions
Chapter 4 : Making Multiple choice questions
chapter 5 : Using passage in Hindi
chapter 6 : Question Rating Exercise
The one real goal of education
is to leave a person asking
questions.
- Max Beerhohm
1 : Basics of question Making
1
Welcome to the 1st chapter of the Question Making Tips series. In this chapter, we look at the purpose of
asking questions, and the different levels of cognitive skills that questions can test.
WHY LEARN ABOUT MAKING QUESTIONS?
A good question is one that challenges and stimulates a child to think deeply and to apply concepts learnt.
The ability to ask questions that make students think both at the time of instruction and assessment, is the
hallmark of a good teacher. A good question, correctly framed, can help a teacher understand the thought
processes of students and how well a child has internalized a concept or mastered a skill.
Questions are very important because of the following reasons-
They influence what and how students study, and what they learn (thus they provide an opportunity to
focus on what's really worth learning).
They provide feedback on what students are learning.
They can stimulate thinking and develop higher level thinking skills, strategies and habits.
They can help to distinguish Mechanical Learning (apparent learning) from Learning for
Understanding (real learning)
They can help to identify common misconceptions, common errors.
To appreciate these points further, we need to first understand how questions can test different levels of
thinking- and thereby promote or discourage certain levels of thinking. The Blooms taxonomy levels are
used to explore this.
HIGHER AND LOWER ORDER SKILLS.
Bloom's Taxonomy (Benjamin Bloom (ed)., Taxonomy of Educational Objectives: Handbook I Cognitive
Domain (New York: David McKay Co., 1956)) is a hierarchical system of ordering thinking skills from
lower to higher, with the higher levels including all of the cognitive skills from the lower levels.
Below are the levels of the taxonomy, a brief explanation of each one, and examples of questions, which
require students to use thinking skills at each level.
>KNOWLEDGE: Remembering previously learned material
Skills Demonstrated
Observation and recall of information
Knowledge of dates, events, places
Knowledge of major ideas mastery of subject matter
Question Cues:
List, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote,
name, who, when, where, etc.
Question
Define a Verb
Example: 2
Question
State Newton's first law of motion
Example: 1
>
by explaining in one's own words or citing examples.
Skills Demonstrated
Understanding information
Grasp meaning
Translate knowledge into new context interpret
facts, compare, contrast
Order, group, infer causes predict consequences
Example: 1
Example: 2
>APPLICATION: Using information in a new context to solve a problem, to answer a question, or to
perform another task.
Skills Demonstrated
Use information
Use methods, concepts, theories in new situations
Solve problems using required skills or knowledge
Example: 1
Example: 2
COMPREHENSION: Understanding the meaning of remembered material, usually demonstrated
Question Cues:
Summari ze, descri be, i nterpret,
contrast, predict, associate, distinguish,
estimate, differentiate, discuss, extend
Question Cues:
Appl y, demonst rat e, cal cul at e,
complete, illustrate, show, solve,
examine, modify
Question
Give two examples of adjectives.
Question
Explain the process of digestion.
Question
How does the law of supply and demand explain the current increase in vegetable prices?
Question
All living things can be grouped as PLANTS or ANIMALS. Which of these in the list below are
ANIMALS?
A. All are animals.
B. Lion and crocodile are animals.
C. Lion, man and crocodile are animals.
D. Lion, man, crocodile, fly and fish are animals
GRASS LION FLY CROCODILE MAN FISH
The unexamined life is not worth living.
Socrates
1 : Basics of question Making
1
Welcome to the 1st chapter of the Question Making Tips series. In this chapter, we look at the purpose of
asking questions, and the different levels of cognitive skills that questions can test.
WHY LEARN ABOUT MAKING QUESTIONS?
A good question is one that challenges and stimulates a child to think deeply and to apply concepts learnt.
The ability to ask questions that make students think both at the time of instruction and assessment, is the
hallmark of a good teacher. A good question, correctly framed, can help a teacher understand the thought
processes of students and how well a child has internalized a concept or mastered a skill.
Questions are very important because of the following reasons-
They influence what and how students study, and what they learn (thus they provide an opportunity to
focus on what's really worth learning).
They provide feedback on what students are learning.
They can stimulate thinking and develop higher level thinking skills, strategies and habits.
They can help to distinguish Mechanical Learning (apparent learning) from Learning for
Understanding (real learning)
They can help to identify common misconceptions, common errors.
To appreciate these points further, we need to first understand how questions can test different levels of
thinking- and thereby promote or discourage certain levels of thinking. The Blooms taxonomy levels are
used to explore this.
HIGHER AND LOWER ORDER SKILLS.
Bloom's Taxonomy (Benjamin Bloom (ed)., Taxonomy of Educational Objectives: Handbook I Cognitive
Domain (New York: David McKay Co., 1956)) is a hierarchical system of ordering thinking skills from
lower to higher, with the higher levels including all of the cognitive skills from the lower levels.
Below are the levels of the taxonomy, a brief explanation of each one, and examples of questions, which
require students to use thinking skills at each level.
>KNOWLEDGE: Remembering previously learned material
Skills Demonstrated
Observation and recall of information
Knowledge of dates, events, places
Knowledge of major ideas mastery of subject matter
Question Cues:
List, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote,
name, who, when, where, etc.
Question
Define a Verb
Example: 2
Question
State Newton's first law of motion
Example: 1
>
by explaining in one's own words or citing examples.
Skills Demonstrated
Understanding information
Grasp meaning
Translate knowledge into new context interpret
facts, compare, contrast
Order, group, infer causes predict consequences
Example: 1
Example: 2
>APPLICATION: Using information in a new context to solve a problem, to answer a question, or to
perform another task.
Skills Demonstrated
Use information
Use methods, concepts, theories in new situations
Solve problems using required skills or knowledge
Example: 1
Example: 2
COMPREHENSION: Understanding the meaning of remembered material, usually demonstrated
Question Cues:
Summari ze, descri be, i nterpret,
contrast, predict, associate, distinguish,
estimate, differentiate, discuss, extend
Question Cues:
Appl y, demonst rat e, cal cul at e,
complete, illustrate, show, solve,
examine, modify
Question
Give two examples of adjectives.
Question
Explain the process of digestion.
Question
How does the law of supply and demand explain the current increase in vegetable prices?
Question
All living things can be grouped as PLANTS or ANIMALS. Which of these in the list below are
ANIMALS?
A. All are animals.
B. Lion and crocodile are animals.
C. Lion, man and crocodile are animals.
D. Lion, man, crocodile, fly and fish are animals
GRASS LION FLY CROCODILE MAN FISH
The unexamined life is not worth living.
Socrates
3
>
Skills Demonstrated
Seeing patterns
Organization of parts
Recognition of hidden meanings identification
of components
Example: 1
Example: 2
Example: 3
>SYNTHESIS: Putting parts together to form a new whole, pattern or structure.
Skills Demonstrated
Use old ideas to create new ones
Generalize from given facts
Relate knowledge from several areas
Predict, draw conclusions
ANALYSIS: Breaking a piece of material into its parts and explaining the relationship between the parts.
Question
What factors in the Indian economy are affecting the current price of petrol?
Question
What parts of the Goldilocks story could not have actually happened?
Question Cues:
Analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
Question
A trained monkey sits quietly or rubs its head when shown coloured cards in 3 positions as shown
below. Here are some results.
One of these rules describes when the monkey rubs its head. Which one could it be?
A. when there is a red card in the left-most position
B. when there is a red card in the central position
C. when there is a blue card in the right-most position
D. when there is a blue card to the right of a red one
R R B R B R B R R
R Red card B Blue card
Left Middle Right Left Middle Right Left Middle Right
Question Cues:
Combine, integrate, modify, rearrange,
substitute, plan, create, design, invent,
what if? Compose, formulate, prepare,
generalize
4
Example: 1
Example: 2
Example: 3
>EVALUATION:
arrive at a reasoned judgment.
Skills Demonstrated
Compare and discriminate between ideas assess
value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence recognize subjectivity
Example: 1
Example: 2
Using a set of criteria, established by the student or specified by the instructor, to
Question
Question
How is a family like a government?
How successful would the law to wear seat belts in cars and helments be in controlling accidents?
Question
Emperor Penguins in Antarctica are sea birds which dive under water to feed
on fish, squids and krill. Which of the following MOST LIKELY helps it to
catch its prey in the water without being caught by other predators ?
A. Their beaks are short and sharp like those of a sparrow.
B. They have thick webbed feet which helps them to move fast over land.
C. Their black and white colours makes it difficult for them to be seen in the
sea.
D. They have plump bodies which do not allow them to dive deep into the
waters.
Question
Question
Design an experiment to check whether the flowering of a plant is affected by the duration of
sunlight exposure.
Given a list of three potential investments, including their interest rates, lengths of investment,
and compounding schedule, select the best option, and defend you decision.
Question Cues:
Assess, decide, rank, grade, test,
measure, recommend, convince, select,
judge, explain, discriminate, support,
conclude, compare, summarize
The art and science of asking questions is the source of all knowledge.
Thomas Berger
3
>
Skills Demonstrated
Seeing patterns
Organization of parts
Recognition of hidden meanings identification
of components
Example: 1
Example: 2
Example: 3
>SYNTHESIS: Putting parts together to form a new whole, pattern or structure.
Skills Demonstrated
Use old ideas to create new ones
Generalize from given facts
Relate knowledge from several areas
Predict, draw conclusions
ANALYSIS: Breaking a piece of material into its parts and explaining the relationship between the parts.
Question
What factors in the Indian economy are affecting the current price of petrol?
Question
What parts of the Goldilocks story could not have actually happened?
Question Cues:
Analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
Question
A trained monkey sits quietly or rubs its head when shown coloured cards in 3 positions as shown
below. Here are some results.
One of these rules describes when the monkey rubs its head. Which one could it be?
A. when there is a red card in the left-most position
B. when there is a red card in the central position
C. when there is a blue card in the right-most position
D. when there is a blue card to the right of a red one
R R B R B R B R R
R Red card B Blue card
Left Middle Right Left Middle Right Left Middle Right
Question Cues:
Combine, integrate, modify, rearrange,
substitute, plan, create, design, invent,
what if? Compose, formulate, prepare,
generalize
4
Example: 1
Example: 2
Example: 3
>EVALUATION:
arrive at a reasoned judgment.
Skills Demonstrated
Compare and discriminate between ideas assess
value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence recognize subjectivity
Example: 1
Example: 2
Using a set of criteria, established by the student or specified by the instructor, to
Question
Question
How is a family like a government?
How successful would the law to wear seat belts in cars and helments be in controlling accidents?
Question
Emperor Penguins in Antarctica are sea birds which dive under water to feed
on fish, squids and krill. Which of the following MOST LIKELY helps it to
catch its prey in the water without being caught by other predators ?
A. Their beaks are short and sharp like those of a sparrow.
B. They have thick webbed feet which helps them to move fast over land.
C. Their black and white colours makes it difficult for them to be seen in the
sea.
D. They have plump bodies which do not allow them to dive deep into the
waters.
Question
Question
Design an experiment to check whether the flowering of a plant is affected by the duration of
sunlight exposure.
Given a list of three potential investments, including their interest rates, lengths of investment,
and compounding schedule, select the best option, and defend you decision.
Question Cues:
Assess, decide, rank, grade, test,
measure, recommend, convince, select,
judge, explain, discriminate, support,
conclude, compare, summarize
The art and science of asking questions is the source of all knowledge.
Thomas Berger
5
WHAT ARE LOWER/HIGHER ORDER QUESTIONS?
Lower order questions are those at the knowledge, comprehension, and simple application levels of the
taxonomy. Higher-level questions are those requiring complex application (e.g., analysis, synthesis, and
evaluation skills).
Usually questions at the lower orders are appropriate for:
Evaluating students' preparation and comprehension.
Diagnosing students' strengths and weaknesses.
Reviewing and/or summarizing content.
Questions at higher orders of the taxonomy are usually most appropriate for:
Encouraging students to think more deeply and critically.
Problem solving.
Encouraging discussions.
Key Takeways:
Questions influence what and how students study, and what they learn (thus they
provide an opportunity to focus on whats really worth learning).
Use a judicious mix of lower order and higher order questions in assessments. Higher
order questions can make learning enjoyable and help children's minds to reach their full
potential. Higher order skills are also critical in today's life and work environment.
6
2 : Key principles of Question Making
Welcome to the 2nd chapter of the Question Making Tips series. In this chapter we present some of the
key principles of question making. We will make use of examples to illustrate our points, and clarify how
to identify good questions from average or poor ones.
FOCUS ON IMPORTANT CONCEPTS/ SKILLS:
a.) The question should test a skill or concept that is worth understanding:
It is important to frame questions that help students to focus on the heart of a discipline or a concept
rather than on trivial aspects, like terminologies or definitions. A good question is based on Enduring
Understandings or something that is important for the student to know or do. It should test a skill or
concept that is worth understanding. It should not test mere recall. (Enduring Understandings are
understandings that will remain with a student throughout his life.)
Language - Name the parts of speech in
Grammar.

This question tests only memory. Just
knowing the names of the parts of speech
without understanding their usage would
make this exercise futile.
On the contrary, if a passage with gaps was
given and students were asked to fill in the
blanks with the most appropriate words to
give the passage complete meaning, we
would be testing whether students have
learnt, not only the usage of the Parts of
Speech, but have also comprehended an
unfamiliar passage. See the example below:

Complete the passage with suitable words to
make the passage more meaningful.
Then he ____ on his knees and kissed the
Kings feet _____. Your _____, please forgive
me, ____ beseeched. I made a _____
mistake. The King smiled gently. ____! Why
do you ask ____ forgiveness? You gave me an
opportunity to see the problems ____ besiege
my subjects. I am glad I was able to help you."
Science - What is the temperature of the
sun?

This question tests a point which is of little
importance to know and is just a factual detail,
which can be obtained from different sources
whenever it is required.

In contrast What would happen if the sun
were cold and not hot? tests whether
students understand the central role the sun
occupies in their lives as well as stimulates
their thinking.
It is not the answer that enlightens, but the question.
Decouvertes
5
WHAT ARE LOWER/HIGHER ORDER QUESTIONS?
Lower order questions are those at the knowledge, comprehension, and simple application levels of the
taxonomy. Higher-level questions are those requiring complex application (e.g., analysis, synthesis, and
evaluation skills).
Usually questions at the lower orders are appropriate for:
Evaluating students' preparation and comprehension.
Diagnosing students' strengths and weaknesses.
Reviewing and/or summarizing content.
Questions at higher orders of the taxonomy are usually most appropriate for:
Encouraging students to think more deeply and critically.
Problem solving.
Encouraging discussions.
Key Takeways:
Questions influence what and how students study, and what they learn (thus they
provide an opportunity to focus on whats really worth learning).
Use a judicious mix of lower order and higher order questions in assessments. Higher
order questions can make learning enjoyable and help children's minds to reach their full
potential. Higher order skills are also critical in today's life and work environment.
6
2 : Key principles of Question Making
Welcome to the 2nd chapter of the Question Making Tips series. In this chapter we present some of the
key principles of question making. We will make use of examples to illustrate our points, and clarify how
to identify good questions from average or poor ones.
FOCUS ON IMPORTANT CONCEPTS/ SKILLS:
a.) The question should test a skill or concept that is worth understanding:
It is important to frame questions that help students to focus on the heart of a discipline or a concept
rather than on trivial aspects, like terminologies or definitions. A good question is based on Enduring
Understandings or something that is important for the student to know or do. It should test a skill or
concept that is worth understanding. It should not test mere recall. (Enduring Understandings are
understandings that will remain with a student throughout his life.)
Language - Name the parts of speech in
Grammar.

This question tests only memory. Just
knowing the names of the parts of speech
without understanding their usage would
make this exercise futile.
On the contrary, if a passage with gaps was
given and students were asked to fill in the
blanks with the most appropriate words to
give the passage complete meaning, we
would be testing whether students have
learnt, not only the usage of the Parts of
Speech, but have also comprehended an
unfamiliar passage. See the example below:

Complete the passage with suitable words to
make the passage more meaningful.
Then he ____ on his knees and kissed the
Kings feet _____. Your _____, please forgive
me, ____ beseeched. I made a _____
mistake. The King smiled gently. ____! Why
do you ask ____ forgiveness? You gave me an
opportunity to see the problems ____ besiege
my subjects. I am glad I was able to help you."
Science - What is the temperature of the
sun?

This question tests a point which is of little
importance to know and is just a factual detail,
which can be obtained from different sources
whenever it is required.

In contrast What would happen if the sun
were cold and not hot? tests whether
students understand the central role the sun
occupies in their lives as well as stimulates
their thinking.
It is not the answer that enlightens, but the question.
Decouvertes
7
b.) The question should really test what it intends to test.
This is an important criterion to keep in mind when framing a question. Let us look at the examples given
below:
CLARITY OF A QUESTION:

The question should be clear in terms of being specific, and in simple and clear language (unless the
intention is to test comprehension). The problem with the ambiguous question is that the teacher/ tester
may have a certain expectation in terms of the length or the level of detail of the answer, which does not
come across clearly. This may lead to some students not doing well on this question as the expectations
were not stated clearly.

State what is expected in clear and unambiguous terms.
Example: Science
Balance the see-saw.

The t eacher i nt ended t o t est an
understanding of levers, and her expected
correct answer was that one of the weights be
removed from the right hand side. However,
there are several issues with this question-
a) The question does not specify whether
weights can be removed or added to the
lever, and some students might add a
weight on the left hand side (or remove 2
weights from the right hand side and 1
weight from the left hand side)
b) Even if this is not an issue, and students do
answer as per the expectation of the
teacher, the question would at most test
the notion of equality, and not an
understanding of levers, as the lever can
be balanced by moving the weights on the
right hand side in towards the fulcrum.

This question could possibly be modified
like this:
Here is a see-saw. A fat man is seated at one
end and a thin man at the other end. How best
should they seat themselves in order to
balance the see saw?
8
CORRECTNESS OF QUESTIONS

The question should be completely free of language and conceptual error as they can affect the test
results negatively and confuse students as well.
Maths

In the question on the right, the question maker expects students to choose
the answer 8, but that is incorrect, as more squares can be formed by
counting the main squares inside which the small squares exist. A student who
thinks deeply about this is not likely to select any answer as the correct
answer is not in the options. To correct this, the question and options could
be worded as:(See the question on the right in the table below.)
AGE APPROPRIATENESS OF LANGUAGE IN QUESTIONS

Use language that is appropriate to the age level of the class in question.

Lets look at the Maths example given on the next page:

Many primary school children would find it hard to understand the question because of the language and
terminologies in the question.
An ambiguous question - Write a diary
entry in your notebook.
Here, the question does not mention which
day / time / period / situation, within which the
student is expected to, write a diary entry. In
other words the question lacks direction and
will consume quite a bit of the students time
in trying to decide what to write about.
A more specific question:
Your school took you
to see the Science
Exhibition. Write a
diary entry in your
notebook, describing
the visit and your
feelings therein, in not
more than 200 words.
A question with a conceptual error:
The number of squares formed in the given
figure is____.
A. 4
B. 6
3. 3
4. 8
A question with no conceptual error:
The maximum number of squares formed in
the given figure is____.
A. 8
B. 6
C. 7
D. 10
Question
A prudent question is one-half of wisdom.
Francis Bacon
7
b.) The question should really test what it intends to test.
This is an important criterion to keep in mind when framing a question. Let us look at the examples given
below:
CLARITY OF A QUESTION:

The question should be clear in terms of being specific, and in simple and clear language (unless the
intention is to test comprehension). The problem with the ambiguous question is that the teacher/ tester
may have a certain expectation in terms of the length or the level of detail of the answer, which does not
come across clearly. This may lead to some students not doing well on this question as the expectations
were not stated clearly.

State what is expected in clear and unambiguous terms.
Example: Science
Balance the see-saw.

The t eacher i nt ended t o t est an
understanding of levers, and her expected
correct answer was that one of the weights be
removed from the right hand side. However,
there are several issues with this question-
a) The question does not specify whether
weights can be removed or added to the
lever, and some students might add a
weight on the left hand side (or remove 2
weights from the right hand side and 1
weight from the left hand side)
b) Even if this is not an issue, and students do
answer as per the expectation of the
teacher, the question would at most test
the notion of equality, and not an
understanding of levers, as the lever can
be balanced by moving the weights on the
right hand side in towards the fulcrum.

This question could possibly be modified
like this:
Here is a see-saw. A fat man is seated at one
end and a thin man at the other end. How best
should they seat themselves in order to
balance the see saw?
8
CORRECTNESS OF QUESTIONS

The question should be completely free of language and conceptual error as they can affect the test
results negatively and confuse students as well.
Maths

In the question on the right, the question maker expects students to choose
the answer 8, but that is incorrect, as more squares can be formed by
counting the main squares inside which the small squares exist. A student who
thinks deeply about this is not likely to select any answer as the correct
answer is not in the options. To correct this, the question and options could
be worded as:(See the question on the right in the table below.)
AGE APPROPRIATENESS OF LANGUAGE IN QUESTIONS

Use language that is appropriate to the age level of the class in question.

Lets look at the Maths example given on the next page:

Many primary school children would find it hard to understand the question because of the language and
terminologies in the question.
An ambiguous question - Write a diary
entry in your notebook.
Here, the question does not mention which
day / time / period / situation, within which the
student is expected to, write a diary entry. In
other words the question lacks direction and
will consume quite a bit of the students time
in trying to decide what to write about.
A more specific question:
Your school took you
to see the Science
Exhibition. Write a
diary entry in your
notebook, describing
the visit and your
feelings therein, in not
more than 200 words.
A question with a conceptual error:
The number of squares formed in the given
figure is____.
A. 4
B. 6
3. 3
4. 8
A question with no conceptual error:
The maximum number of squares formed in
the given figure is____.
A. 8
B. 6
C. 7
D. 10
Question
A prudent question is one-half of wisdom.
Francis Bacon
9
INTEREST AND STIMULATION

The question should be interesting and thought provoking, so that it stimulates a student to think further
about the question before arriving at a logical conclusion.

Science - A group of students observed the following tree while hiking through a hilly area.

What is the most likely cause for the angle of growth of this tree?
A. The tree is reaching toward the afternoon sunlight.
B. Water rolling down the hill uprooted the tree.
C. Large rocks hit the tree when they rolled down the hill.
D. Strong uphill winds have pushed against the tree.


A question such as this forces students to think about what kind of reasons could be there for the tree to
grow at such an angle, and make a judgment on why A, B and C are not plausible options. By attempting
(and possibly discussing) such a question, the students power of thinking is stretched.
III
Key Takeaways:
In summary, these are the main points to keep in mind when framing a good question. A good
question should:
test a skill or concept that is worth understanding.
test a skill or concept that is worth understanding.
really test what it intends to test.
be framed in such a way that it states what is expected in clear and unambiguous terms.
contain language that is appropriate to the age level of the class in question.
be completely free of language and conceptual error as they can affect the test results
negatively confuse students as well.
create interest so that it stimulates a student to think further about the question before
arriving at a logical conclusion.
A question with inappropriate language
for the age level:
Manish writes a 3-digit number. The number
has a 3 with a place value of 3, a 5 with a place
value of 500 and the digit 7. Which of the
following is Manishs number?
A. 573 B. 357 C. 530 D. 573
A question with appropriate language for
the age level:
Manish writes a 3-digit number. The number
has 3 in the ones place, 5 in the hundreds place
and 7 in the tens place. Which of the following
is Manishs number?
A. 573 B. 357 C. 530 D. 573
10
3 : Different Formats of Questions
Welcome to the 3rd chapter of the Question Making Tips series. In this chapter we present some of the
different formats of questions which are commonly used. Different formats are useful for different
purposes, and in particular contexts. These points will be explained along with examples.
>
The true/false question is a simple statement that is either true or false.
>Constructing True/False Questions- Key Points
Make questions require application of knowledge as much as possible.
Always make certain the statement is unequivocally true or false.
Develop approximately the same number of true and false statements.
Do not consistently make true statements longer than false statements, or vice versa
Avoid negative and complicated statements.
Words such as "all," "only," "never," and "always" give hints about the answer and are usually false. Use
them only when the question is to measure understanding.
Statements with the words "generally" and "usually" tend to be true.
Ask students to justify their answers for statements that are false or provide counter examples to
decrease the possibility of guessing.
Example:
True/False Questions:
Advantages
Quite easy to frame.
Scoring is easy and objective.
Disadvantages
Students have a 50 percent chance of
being correct or wrong.
May be perceived as an unfair judgment of
learning.
Need a larger number of items to
di sti ngui sh stronger and weaker
knowledge levels. -
Question framing without asking for
justification
State whether the statements below are
true or false.
Every number ending with 0 is divisible by
2. - True
Every multiple of 5 is a also a multiple of
10. - False
Question framing asking for justification
State whether the statements below are
true or false, and if false, give an example
to show it is so.
Every multiple of 5 is a also a multiple of
10. - False
-Example: 15 is divisible by 5, but not by 10
To raise new questions,new possibilities, to regard old problems from a new angle,
requires creative imagination and marks real advance in science
Albert Einstein
9
INTEREST AND STIMULATION

The question should be interesting and thought provoking, so that it stimulates a student to think further
about the question before arriving at a logical conclusion.

Science - A group of students observed the following tree while hiking through a hilly area.

What is the most likely cause for the angle of growth of this tree?
A. The tree is reaching toward the afternoon sunlight.
B. Water rolling down the hill uprooted the tree.
C. Large rocks hit the tree when they rolled down the hill.
D. Strong uphill winds have pushed against the tree.


A question such as this forces students to think about what kind of reasons could be there for the tree to
grow at such an angle, and make a judgment on why A, B and C are not plausible options. By attempting
(and possibly discussing) such a question, the students power of thinking is stretched.
III
Key Takeaways:
In summary, these are the main points to keep in mind when framing a good question. A good
question should:
test a skill or concept that is worth understanding.
test a skill or concept that is worth understanding.
really test what it intends to test.
be framed in such a way that it states what is expected in clear and unambiguous terms.
contain language that is appropriate to the age level of the class in question.
be completely free of language and conceptual error as they can affect the test results
negatively confuse students as well.
create interest so that it stimulates a student to think further about the question before
arriving at a logical conclusion.
A question with inappropriate language
for the age level:
Manish writes a 3-digit number. The number
has a 3 with a place value of 3, a 5 with a place
value of 500 and the digit 7. Which of the
following is Manishs number?
A. 573 B. 357 C. 530 D. 573
A question with appropriate language for
the age level:
Manish writes a 3-digit number. The number
has 3 in the ones place, 5 in the hundreds place
and 7 in the tens place. Which of the following
is Manishs number?
A. 573 B. 357 C. 530 D. 573
10
3 : Different Formats of Questions
Welcome to the 3rd chapter of the Question Making Tips series. In this chapter we present some of the
different formats of questions which are commonly used. Different formats are useful for different
purposes, and in particular contexts. These points will be explained along with examples.
>
The true/false question is a simple statement that is either true or false.
>Constructing True/False Questions- Key Points
Make questions require application of knowledge as much as possible.
Always make certain the statement is unequivocally true or false.
Develop approximately the same number of true and false statements.
Do not consistently make true statements longer than false statements, or vice versa
Avoid negative and complicated statements.
Words such as "all," "only," "never," and "always" give hints about the answer and are usually false. Use
them only when the question is to measure understanding.
Statements with the words "generally" and "usually" tend to be true.
Ask students to justify their answers for statements that are false or provide counter examples to
decrease the possibility of guessing.
Example:
True/False Questions:
Advantages
Quite easy to frame.
Scoring is easy and objective.
Disadvantages
Students have a 50 percent chance of
being correct or wrong.
May be perceived as an unfair judgment of
learning.
Need a larger number of items to
di sti ngui sh stronger and weaker
knowledge levels. -
Question framing without asking for
justification
State whether the statements below are
true or false.
Every number ending with 0 is divisible by
2. - True
Every multiple of 5 is a also a multiple of
10. - False
Question framing asking for justification
State whether the statements below are
true or false, and if false, give an example
to show it is so.
Every multiple of 5 is a also a multiple of
10. - False
-Example: 15 is divisible by 5, but not by 10
To raise new questions,new possibilities, to regard old problems from a new angle,
requires creative imagination and marks real advance in science
Albert Einstein
11
>
Matching questions involve paired lists that require students to correctly identify, or "match," the
relationship between the items.
>Constructing Matching Questions- Key Points
Avoid equal-sized lists by including a few "distracter" items in the second (answer) column, to
decrease the probability of guessing.
Use it to assess related items like: states and capitals, terms and definitions, tools and uses, and events
and dates.
>Short-Answer Questions:
Short-answer questions are open-ended questions that require students to construct a response. Short-
answer items typically require responses of one word to a few sentences.
"Fill in the blank" and "Completion" questions are examples of short-answer question types.
Matching Questions
Advantages
Assesses a large amount of information in a
confined space.
If developed carefully, the probability of
guessing is low.
Advantages
Short-answer questions reduce the
possibility of guessing.
They are relatively easy to write.
Disadvantages
Matching assesses recognition rather than
recall of information.
Disadvantages
May end up testing memorization ability
Only suitable for questions that can be
answered with short responses.
Fill in the blank.
A mouse started from its hole and went along
the path shown to the cheese.
On the way, it made ________ RIGHT turns?
Complete
Put the correct number in the empty box.
2 = 18
CHEESE
12
>
Frame short-answer questions, in such a way that the desired student response is clear. Aim at eliciting
a limited number of possible correct responses (or only one) to be able to pinpoint which responses
deserve higher scores/ indicate a higher ability.
Design for recall of specific names, facts, and basic knowledge.
Ensure that the question provides enough information so that students know what constitutes a
correct response. For example, if you discussed four reasons for World War II and you want students
to name them, be specific on how many reasons constitute a complete answer (i.e., Name two of
four/Name any three, etc.).
Ensure that the answer will require only a few words.
Write the stem in your own words; that is, dont repeat the words used in the textbook or your class notes.
When the stem is an incomplete statement, place the "blank" for the correct choice at the end of the statement.
When a negative item is used, emphasize the negative word or phrase, that is, underline, capitalize, or
italicize, for example, "DOES NOT."
>Essay type Questions
An essay question indicates a specific goal. It is a short, clear question that can be answered quickly with
students knowledge or opinions. A one minute essay question can be used to check understanding,
provide feedback, and promote reflection.
>Constructing Essay-type questions- Key Points
Use them to provide reasons for true/false or short answer questions.
Use this to get students to state their opinions based on logical reason.
Provide guidelines to enable students to compare and contrast clearly.
Illustration of how to increase focus while using essay type questions:
Which of the following questions is the most effective in focusing students thought?
A asks for an opinion. It basically asks what the student thinks should be done. Any answer can be a
correct one. B asks for an opinion but also forces the student to recognize some of the implications of
his/her decision.
Constructing Short Answer Questions- Key Points
Advantages of Essay-type questions
Promotes reflection and shows what
students THINK.
Checks on background knowledge.
Reveals misconceptions.
Can be composed quickly.
Example A:
What is your opinion of mercy killing
(euthanasia)?
Disadvantages of Essay-type questions
Does not check in-depth understanding
Takes time to correct and poses
subjectivity in evaluation.
Example B:
Assisted suicide is legal in some countries. Are
you in favour of, or opposed to, making it legal in
our country? In your answer include the impact
on various age groups, the medical profession,
and the economic situation of the country.
It is error only ,and not truth , that shrinks from inquiry.
Thomas Paine
11
>
Matching questions involve paired lists that require students to correctly identify, or "match," the
relationship between the items.
>Constructing Matching Questions- Key Points
Avoid equal-sized lists by including a few "distracter" items in the second (answer) column, to
decrease the probability of guessing.
Use it to assess related items like: states and capitals, terms and definitions, tools and uses, and events
and dates.
>Short-Answer Questions:
Short-answer questions are open-ended questions that require students to construct a response. Short-
answer items typically require responses of one word to a few sentences.
"Fill in the blank" and "Completion" questions are examples of short-answer question types.
Matching Questions
Advantages
Assesses a large amount of information in a
confined space.
If developed carefully, the probability of
guessing is low.
Advantages
Short-answer questions reduce the
possibility of guessing.
They are relatively easy to write.
Disadvantages
Matching assesses recognition rather than
recall of information.
Disadvantages
May end up testing memorization ability
Only suitable for questions that can be
answered with short responses.
Fill in the blank.
A mouse started from its hole and went along
the path shown to the cheese.
On the way, it made ________ RIGHT turns?
Complete
Put the correct number in the empty box.
2 = 18
CHEESE
12
>
Frame short-answer questions, in such a way that the desired student response is clear. Aim at eliciting
a limited number of possible correct responses (or only one) to be able to pinpoint which responses
deserve higher scores/ indicate a higher ability.
Design for recall of specific names, facts, and basic knowledge.
Ensure that the question provides enough information so that students know what constitutes a
correct response. For example, if you discussed four reasons for World War II and you want students
to name them, be specific on how many reasons constitute a complete answer (i.e., Name two of
four/Name any three, etc.).
Ensure that the answer will require only a few words.
Write the stem in your own words; that is, dont repeat the words used in the textbook or your class notes.
When the stem is an incomplete statement, place the "blank" for the correct choice at the end of the statement.
When a negative item is used, emphasize the negative word or phrase, that is, underline, capitalize, or
italicize, for example, "DOES NOT."
>Essay type Questions
An essay question indicates a specific goal. It is a short, clear question that can be answered quickly with
students knowledge or opinions. A one minute essay question can be used to check understanding,
provide feedback, and promote reflection.
>Constructing Essay-type questions- Key Points
Use them to provide reasons for true/false or short answer questions.
Use this to get students to state their opinions based on logical reason.
Provide guidelines to enable students to compare and contrast clearly.
Illustration of how to increase focus while using essay type questions:
Which of the following questions is the most effective in focusing students thought?
A asks for an opinion. It basically asks what the student thinks should be done. Any answer can be a
correct one. B asks for an opinion but also forces the student to recognize some of the implications of
his/her decision.
Constructing Short Answer Questions- Key Points
Advantages of Essay-type questions
Promotes reflection and shows what
students THINK.
Checks on background knowledge.
Reveals misconceptions.
Can be composed quickly.
Example A:
What is your opinion of mercy killing
(euthanasia)?
Disadvantages of Essay-type questions
Does not check in-depth understanding
Takes time to correct and poses
subjectivity in evaluation.
Example B:
Assisted suicide is legal in some countries. Are
you in favour of, or opposed to, making it legal in
our country? In your answer include the impact
on various age groups, the medical profession,
and the economic situation of the country.
It is error only ,and not truth , that shrinks from inquiry.
Thomas Paine
13
The 'Multiple Choice' format will be presented in the next chapter.
Key Takeaways:
Different question types are suited for different purposes and contexts. Understanding this
helps us to choose the appropriate question type in a given situation.
It may be necessary to have a mix of different question types in a test paper to achieve the
desired assessment objective.
We should make sure that the necessary information is provided in the question/ stem, and
be clear about the desired student response.
Finer points should be kept in mind while constructing questions, so that clues are not given
away inadvertently.
14
Welcome to the 4th chapter of the Question Making Tips series. In this chapter, we present an extension
of the different formats of questions presented in the previous chapter. Multiple-Choice is a form of
assessment in which respondents are asked to select one or more choices from a list. Writing good
Multiple Choice Questions (MCQs) requires specialised expertise.
>
Multiple choice items consist of two parts: (1.) a stem and (2.) a set of options.
The stem is the beginning part of the item that presents the item as a problem to be solved, a question
asked of the respondent, or an incomplete statement to be completed, and contains any other relevant
information. The options are the possible answers that the respondent can choose from, with the correct
answer called the key and the incorrect answers called distracters.
For advanced items, such as an applied knowledge item, the stem can consist of multiple parts. The stem can
include authentic material such as a graph, a table, or a detailed description which has multiple elements to it.
In such cases, the stem ends with a lead-in question explaining how the respondent must answer.
>Advantages
MCQs can be designed with a diagnostic end in mind, in order to find out whether specific areas of a
given subject are adequately known, or in order to detect misconceptions. This can provide feedback
on the effectiveness of instruction.
MCQs can be scored quickly and reliably using computer systems (or even manually for small
numbers) as compared to other question types. Also, the wrong answer choices can provide valuable
information about how students are thinking. For example, a teacher can give a 5-10 question MCQ
test on a topic to a class of 40 students, and use the data powerfully to gain insights about the
understanding levels in her class.
MCQs can be set at different cognitive levels. For example, a question may simply challenge a
student's ability to recall facts, while another may test a student's ability to apply factual knowledge to
given situations; or, at a higher level, a question may test a student's ability to evaluate given
information.
Tests made up of MCQs can provide a better coverage of content than essay-type questions, thus
broadening the scope of the test.
MCQs provide an opportunity to assess the abilities of students with writing difficulties in a fair
manner.
Disadvantages
Challenging to write higher-level questions
Cannot test ability to organize and present knowledge
Time consuming to construct a good question with good distracters (wrong answer choices)
Multiple-Choice Questions
4 : Making Multiple choice questions
You can tell whether a man is clever by his answers. You can tell whether
a man is wise by his questions.
Naguib Mahfouz
To find the exact answer one must find the exact question.
S. Tobin Webster
13
The 'Multiple Choice' format will be presented in the next chapter.
Key Takeaways:
Different question types are suited for different purposes and contexts. Understanding this
helps us to choose the appropriate question type in a given situation.
It may be necessary to have a mix of different question types in a test paper to achieve the
desired assessment objective.
We should make sure that the necessary information is provided in the question/ stem, and
be clear about the desired student response.
Finer points should be kept in mind while constructing questions, so that clues are not given
away inadvertently.
14
Welcome to the 4th chapter of the Question Making Tips series. In this chapter, we present an extension
of the different formats of questions presented in the previous chapter. Multiple-Choice is a form of
assessment in which respondents are asked to select one or more choices from a list. Writing good
Multiple Choice Questions (MCQs) requires specialised expertise.
>
Multiple choice items consist of two parts: (1.) a stem and (2.) a set of options.
The stem is the beginning part of the item that presents the item as a problem to be solved, a question
asked of the respondent, or an incomplete statement to be completed, and contains any other relevant
information. The options are the possible answers that the respondent can choose from, with the correct
answer called the key and the incorrect answers called distracters.
For advanced items, such as an applied knowledge item, the stem can consist of multiple parts. The stem can
include authentic material such as a graph, a table, or a detailed description which has multiple elements to it.
In such cases, the stem ends with a lead-in question explaining how the respondent must answer.
>Advantages
MCQs can be designed with a diagnostic end in mind, in order to find out whether specific areas of a
given subject are adequately known, or in order to detect misconceptions. This can provide feedback
on the effectiveness of instruction.
MCQs can be scored quickly and reliably using computer systems (or even manually for small
numbers) as compared to other question types. Also, the wrong answer choices can provide valuable
information about how students are thinking. For example, a teacher can give a 5-10 question MCQ
test on a topic to a class of 40 students, and use the data powerfully to gain insights about the
understanding levels in her class.
MCQs can be set at different cognitive levels. For example, a question may simply challenge a
student's ability to recall facts, while another may test a student's ability to apply factual knowledge to
given situations; or, at a higher level, a question may test a student's ability to evaluate given
information.
Tests made up of MCQs can provide a better coverage of content than essay-type questions, thus
broadening the scope of the test.
MCQs provide an opportunity to assess the abilities of students with writing difficulties in a fair
manner.
Disadvantages
Challenging to write higher-level questions
Cannot test ability to organize and present knowledge
Time consuming to construct a good question with good distracters (wrong answer choices)
Multiple-Choice Questions
4 : Making Multiple choice questions
You can tell whether a man is clever by his answers. You can tell whether
a man is wise by his questions.
Naguib Mahfouz
To find the exact answer one must find the exact question.
S. Tobin Webster
15
>
Question stem
o When the stem is an incomplete statement, place the "blank" for the correct choice at the end of
the statement.
o When a negative item is used, emphasize the negative word or phrase; that is, underline,
capitalize, or italicize, for example, "DOES NOT."
o Avoid grammatical clues to the correct answer such as "a" or "an" as the last word of the stem or
plural verbs that match plural choices.
o If all responses begin with common words or phrases, then place these commonalities at the end
of the stem.
o Write the stem such that the students don't have to read all the choices before they can determine
the question.
o When several stems have the same set of choices, consider using a matching question.
o Phrase stems as clearly as possible-confusing questions can generate wrong answers from
students who do understand the material.
Question choices or responses
o Include at least four, but not more than five, possible responses.
o Provide reasonably plausible choices.
o Only one response should be correct.
o Omit responses that are obviously wrong.
o List possible responses in a column easier to read and answer.
o Avoid patterns in placing correct answers (such as having "C" correct in more than half of the
questions).
o If a hierarchy exists within the responses, place them in ascending order (e.g., numerical
responses in numerical order, years in chronological order).
o Use "none of the above" and "all of the above" with appropriate discretion. They can give away the
answer or cause confusion, if all alternative choices aren't worded very carefully.
o Avoid language that is similar or identical to important words in the stem.
o Keep the option lengths the same and parallel in grammatical structure. Too much detail or a
different grammatical structure can give the answer away.
o Make the distracters incorrect but plausible, preferably based on common errors that students
make.
o Do not use negatively-stated stems, as the resulting double-negative is confusing.
Constructing Multiple-choice Questions- Key Points
An average question:
In an experiment to find out, whether clothes dry faster on a hotter day, what should be one of
the constant variables?
1. the outside temperature
2. the surface area of the cloth
3. the time for which the cloth is hung
4. the length of the clothesline
16
The above questions are targeted at the level of Class 6. The 2nd question is much better than the 1st one,
because it can be answered even if the terminology is not clear (not important at this level), and is easier to
understand because of the context and the use of figures. The 1st question requires the student to
understand terms like 'constant variable' and 'surface area' which students at this level may not
understand- and they may be unnecessarily penalized for not understanding these terms even if they
possess the required understanding.
A good question:
Vijay wants to find out whether clothes dry faster on a hot day. He takes a
piece of cloth, folds it (as shown on the right) and notes down the time it
takes to dry.
Which of the following experiments should he set up next (using the
same cloth) to find out what he wanted to know?
30
0
c
A. B. C. D.
30
0
c 40
0
c 40
0
c 30
0
c
Key Takeaways:
First of all, decide exactly what you want to test.
Eliminate as many ambiguities as possible.
Create distracters based firmly on what you want to test, keeping in mind the uniformity in
their form and the length.
Make sure that the wrong answers can be explained justifiably.
Be prepared to give feedback for the correct answer, explaining why it's right.
I keep Six Honest serving- men (They taught me all I knew);
Their names are What and why and When, And How and Where And Who .
Rudyard Kipling
15
>
Question stem
o When the stem is an incomplete statement, place the "blank" for the correct choice at the end of
the statement.
o When a negative item is used, emphasize the negative word or phrase; that is, underline,
capitalize, or italicize, for example, "DOES NOT."
o Avoid grammatical clues to the correct answer such as "a" or "an" as the last word of the stem or
plural verbs that match plural choices.
o If all responses begin with common words or phrases, then place these commonalities at the end
of the stem.
o Write the stem such that the students don't have to read all the choices before they can determine
the question.
o When several stems have the same set of choices, consider using a matching question.
o Phrase stems as clearly as possible-confusing questions can generate wrong answers from
students who do understand the material.
Question choices or responses
o Include at least four, but not more than five, possible responses.
o Provide reasonably plausible choices.
o Only one response should be correct.
o Omit responses that are obviously wrong.
o List possible responses in a column easier to read and answer.
o Avoid patterns in placing correct answers (such as having "C" correct in more than half of the
questions).
o If a hierarchy exists within the responses, place them in ascending order (e.g., numerical
responses in numerical order, years in chronological order).
o Use "none of the above" and "all of the above" with appropriate discretion. They can give away the
answer or cause confusion, if all alternative choices aren't worded very carefully.
o Avoid language that is similar or identical to important words in the stem.
o Keep the option lengths the same and parallel in grammatical structure. Too much detail or a
different grammatical structure can give the answer away.
o Make the distracters incorrect but plausible, preferably based on common errors that students
make.
o Do not use negatively-stated stems, as the resulting double-negative is confusing.
Constructing Multiple-choice Questions- Key Points
An average question:
In an experiment to find out, whether clothes dry faster on a hotter day, what should be one of
the constant variables?
1. the outside temperature
2. the surface area of the cloth
3. the time for which the cloth is hung
4. the length of the clothesline
16
The above questions are targeted at the level of Class 6. The 2nd question is much better than the 1st one,
because it can be answered even if the terminology is not clear (not important at this level), and is easier to
understand because of the context and the use of figures. The 1st question requires the student to
understand terms like 'constant variable' and 'surface area' which students at this level may not
understand- and they may be unnecessarily penalized for not understanding these terms even if they
possess the required understanding.
A good question:
Vijay wants to find out whether clothes dry faster on a hot day. He takes a
piece of cloth, folds it (as shown on the right) and notes down the time it
takes to dry.
Which of the following experiments should he set up next (using the
same cloth) to find out what he wanted to know?
30
0
c
A. B. C. D.
30
0
c 40
0
c 40
0
c 30
0
c
Key Takeaways:
First of all, decide exactly what you want to test.
Eliminate as many ambiguities as possible.
Create distracters based firmly on what you want to test, keeping in mind the uniformity in
their form and the length.
Make sure that the wrong answers can be explained justifiably.
Be prepared to give feedback for the correct answer, explaining why it's right.
I keep Six Honest serving- men (They taught me all I knew);
Their names are What and why and When, And How and Where And Who .
Rudyard Kipling
17
5 : Using passage in Hindi


18
Information can tell us everything .It has all the answers. But they are answers to questions
we have not asked , and which doubtless don't even arise.
Jean Baudrillard
17
5 : Using passage in Hindi


18
Information can tell us everything .It has all the answers. But they are answers to questions
we have not asked , and which doubtless don't even arise.
Jean Baudrillard
In the following pages, there are 3 or 4 questions given in each subject. Please rank these questions from
best to poorest (on a scale of 1 to 4 or 1 to 3 depending on the number of questions in that subject), where
1 indicates the best question, and 4 indicates the poorest question.
6 : Question Rating Exercise
Q1- Class 8
Someone who is "dreamy" is likely to be _______________.
A. inattentive
B. absent-minded
C. unconscious
D. withdrawn
ENGLISH
Q2 - Class 7
Choose the part of the sentence which shows a MISTAKE.
Option
A. The length of my nails
B. were too long
C. to leave them
D. untrimmed
The length of my nails were too long to leave them untrimmed.
A. B. C. D.
Q3 - Class 6
Choose the sentence WITHOUT AN ERROR.
Option
A. I went for shopping and enjoyed.
B. I went for shopping and enjoyed myself.
C. I went shopping and enjoyed myself.
D. I went for a shopping and enjoyed.
Q4 - Class 6
Which of the following is an adjective?
A. octopus
B. strong
C. angrily
D. king
19
Q1- Class 5
100 = 50
The number in the empty box is
A. 2
B. 150
C. 500
D. 5000
MATHS
Q2 - Class 4
In which of these numbers is the place value of 6 the greatest?
A. 645
B. 306
C. 163
D. 69
Q3 - Class 8
Which of these numbers is not a rational number?
A. 2
B.
C.
D.
78
100
4
3
1
2
20
It is better to know some of the questions than all of the answers
James Thurber
Q4 - Class 9
Which of these is a negative integer?
(6)
A. 3
6
B. (3)
6
C. (3)
6
D. (3)
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
In the following pages, there are 3 or 4 questions given in each subject. Please rank these questions from
best to poorest (on a scale of 1 to 4 or 1 to 3 depending on the number of questions in that subject), where
1 indicates the best question, and 4 indicates the poorest question.
6 : Question Rating Exercise
Q1- Class 8
Someone who is "dreamy" is likely to be _______________.
A. inattentive
B. absent-minded
C. unconscious
D. withdrawn
ENGLISH
Q2 - Class 7
Choose the part of the sentence which shows a MISTAKE.
Option
A. The length of my nails
B. were too long
C. to leave them
D. untrimmed
The length of my nails were too long to leave them untrimmed.
A. B. C. D.
Q3 - Class 6
Choose the sentence WITHOUT AN ERROR.
Option
A. I went for shopping and enjoyed.
B. I went for shopping and enjoyed myself.
C. I went shopping and enjoyed myself.
D. I went for a shopping and enjoyed.
Q4 - Class 6
Which of the following is an adjective?
A. octopus
B. strong
C. angrily
D. king
19
Q1- Class 5
100 = 50
The number in the empty box is
A. 2
B. 150
C. 500
D. 5000
MATHS
Q2 - Class 4
In which of these numbers is the place value of 6 the greatest?
A. 645
B. 306
C. 163
D. 69
Q3 - Class 8
Which of these numbers is not a rational number?
A. 2
B.
C.
D.
78
100
4
3
1
2
20
It is better to know some of the questions than all of the answers
James Thurber
Q4 - Class 9
Which of these is a negative integer?
(6)
A. 3
6
B. (3)
6
C. (3)
6
D. (3)
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Q1 - Class 4
The movement of the planets in the solar system is called
A. revolution
B. rotation
C. spinning
D. orbit
SCIENCE
Q2 - Class 5
When we inhale, we breathe in air into the lungs.
What do we breathe out when we exhale?
A. only oxygen gas
B. only carbon dioxide gas
C. air that has more oxygen than inhaled air
D. air that has more carbon dioxide than inhaled air
? AIR
Inhale Exhale
21
Q3 - Class 3/4
Each of the three magnets has been
dipped into the substance below it.
Which of them could be coffee powder?
A. Substance 1
B. Substance 2
C. Substance 3
D. None
Substance 3 Substance 1 Substance 2
Q4 - Class 5/6
Jayant is eating his lunch. In which organs does the digestion of food take place?
A. only food pipe and stomach
B. only stomach and large intestine
C. mouth, stomach, and small intestine
D. stomach, liver, and small intestine
Mouth
Small intestine
Large intestine
Liver Stomach
Food pipe
22
Every clarification breeds new question.
Arthur Bloch
SOCIAL STUDIES
Q1 - Class 5/6
Which of these behaviours of Ravi can be considered as a violation of his fundamental duties
towards the nation?
A. telling a joke about the game of hockey
B. fighting with children of other communities
C. respecting and protecting public properties
D. filing a case in court against his neighbour
Q2 - Class 9
In the Modern historical period, popular theatre often contributed
significantly as a means to communicate with the masses. Given below is the
gist of the play Kichaka Vadha - an episode from the epic Mahabharata.
Read it carefully and answer question.
Around the beginning of the 20th century, this play had drawn huge attention in popular Marathi
theatres and was performed throughout Bombay and Deccan until the British Government
banned it in January 1910.
What is the MOST likely reason for the British Government to have banned this play?
A. The play was suspected to whip up nationalist feelings in the masses by portraying Draupadi
as Mother India, being tormented by the British in the form of Kichaka.
B. The play influenced Mahatma Gandhi and other leaders of the Indian National Congress to
spread their mass movement of 'Quit India' in the western part of India.
C. To prevent the possibility of violence and traffic jams in Bombay and other cities as
mythological plays attracted large crowds during the performance.
D. Such plays were thought to harm the secular fabric of India by propagating only Hindu beliefs
and ignoring the sentiment of other religious groups.
During the last year of exile, the Pandavas and their wife
Draupadi were in the city of Viratanagara. According to the
stipulated condition, if they were discovered during this
period of disguise they would be required to spend another
12 years in the forest. During their stay at Viratanagara,
Kichaka, the brother of queen Sudesena, had returned to
the city and was attracted to Draupadi.Kichaka requested
her to be sent to his harem and Yudhishtira (the eldest of the
five Pandavas) then faced the dilemma of revealing his
identity or Draupadi's degradation. The dilemma was
resolved by Bhima's decision to kill Kichaka secretly.
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Q1 - Class 4
The movement of the planets in the solar system is called
A. revolution
B. rotation
C. spinning
D. orbit
SCIENCE
Q2 - Class 5
When we inhale, we breathe in air into the lungs.
What do we breathe out when we exhale?
A. only oxygen gas
B. only carbon dioxide gas
C. air that has more oxygen than inhaled air
D. air that has more carbon dioxide than inhaled air
? AIR
Inhale Exhale
21
Q3 - Class 3/4
Each of the three magnets has been
dipped into the substance below it.
Which of them could be coffee powder?
A. Substance 1
B. Substance 2
C. Substance 3
D. None
Substance 3 Substance 1 Substance 2
Q4 - Class 5/6
Jayant is eating his lunch. In which organs does the digestion of food take place?
A. only food pipe and stomach
B. only stomach and large intestine
C. mouth, stomach, and small intestine
D. stomach, liver, and small intestine
Mouth
Small intestine
Large intestine
Liver Stomach
Food pipe
22
Every clarification breeds new question.
Arthur Bloch
SOCIAL STUDIES
Q1 - Class 5/6
Which of these behaviours of Ravi can be considered as a violation of his fundamental duties
towards the nation?
A. telling a joke about the game of hockey
B. fighting with children of other communities
C. respecting and protecting public properties
D. filing a case in court against his neighbour
Q2 - Class 9
In the Modern historical period, popular theatre often contributed
significantly as a means to communicate with the masses. Given below is the
gist of the play Kichaka Vadha - an episode from the epic Mahabharata.
Read it carefully and answer question.
Around the beginning of the 20th century, this play had drawn huge attention in popular Marathi
theatres and was performed throughout Bombay and Deccan until the British Government
banned it in January 1910.
What is the MOST likely reason for the British Government to have banned this play?
A. The play was suspected to whip up nationalist feelings in the masses by portraying Draupadi
as Mother India, being tormented by the British in the form of Kichaka.
B. The play influenced Mahatma Gandhi and other leaders of the Indian National Congress to
spread their mass movement of 'Quit India' in the western part of India.
C. To prevent the possibility of violence and traffic jams in Bombay and other cities as
mythological plays attracted large crowds during the performance.
D. Such plays were thought to harm the secular fabric of India by propagating only Hindu beliefs
and ignoring the sentiment of other religious groups.
During the last year of exile, the Pandavas and their wife
Draupadi were in the city of Viratanagara. According to the
stipulated condition, if they were discovered during this
period of disguise they would be required to spend another
12 years in the forest. During their stay at Viratanagara,
Kichaka, the brother of queen Sudesena, had returned to
the city and was attracted to Draupadi.Kichaka requested
her to be sent to his harem and Yudhishtira (the eldest of the
five Pandavas) then faced the dilemma of revealing his
identity or Draupadi's degradation. The dilemma was
resolved by Bhima's decision to kill Kichaka secretly.
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
Rank _____
23 24
R a t i n g
1
2
3
4
Q . N o
1
2
3
4
E x p e r t C o m m e n t s
T h e q u e s t i o n t e s t s t h e u n d e r s t a n d i n g o f d i v i s i o n q u i t e w e l l . A s t u d e n t n e e d s t o h a v e
a r e a s o n a b l y d e v e l o p e d s e n s e o f n u m b e r s t o a n s w e r c o r r e c t l y .
T h e q u e s t i o n t e s t s t h e u n d e r s t a n d i n g o f p l a c e v a l u e . H o w e v e r t h e t h e w a y t h e
o p t i o n s a r e f r a m e d , s t u d e n t s m a y j u s t p i c k u p t h e g r e a t e s t n u m b e r w h i c h a l s o t u r n s
o u t t o b e t h e c o r r e c t . A n o p t i o n l i k e 8 6 4 ( a n u m b e r g r e a t e r t h a n 6 0 3 ) b u t w i t h a
l o w e r p l a c e v a l u e o f 6 , w o u l d i m p r o v e t h e q u e s t i o n .
T h e q u e s t i o n t e s t s u n d e r s t a n d i n g o f r a t i o n a l n u m b e r s . I t i s t h e o n l y o p t i o n n o t o f
t h e f o r m a / b , w h e r e a a n d b a r e i n t e g e r s . A l s o , t o a n s w e r t h i s q u e s t i o n c o r r e c t l y ,
o n e a c t u a l l y h a s t o r e c a l l t h a t 2 i s a n i r r a t i o n a l n u m b e r .
N o n e o f t h e o p t i o n s i s c o r r e c t . E x c e p t f o r B , n o n e o f t h e n u m b e r s a r e i n t e g e r s a n d
6
( - 3 ) i s a p o s i t i v e i n t e g e r . T h e q u e s t i o n m a k e r i n t e n d e d t o a s k w h i c h o f t h e s e i s a
n e g a t i v e n u m b e r a n d t h e i n t e n d e d a n s w e r w a s A .
R a t i n g
1
2
3
4
Q . N o
2
3
4
1
E x p e r t C o m m e n t s
T h i s q u e s t i o n t e s t s a c o m m o n c h a p t e r s t u d e n t s h a v e w i t h s u b j e c t - v e r b
a g r e e m e n t . T h e y t e n d t o m i s s t h e e r r o r i n B , m a i n l y b e c a u s e t h e y d o n o t r e a l i s e t h a t
l e n g t h i s t h e s u b j e c t a n d n o t n a i l s . S u c h s t u d e n t s m a y b e h a b i t u a t e d t o
i d e n t i f y i n g o n l y a s i n g l e w o r d , u s u a l l y a t a n g i b l e o b j e c t , a s a s u b j e c t .
T h i s q u e s t i o n i s q u i t e g o o d a s i t c l e a r l y p o i n t s t o a c o l l o q u i a l i n f l u e n c e i n s p o k e n
l a n g u a g e . H o w e v e r , o p t i o n s A a n d D d o n o t f u r t h e r c a p t u r e o t h e r p o s s i b l e
d i f f i c u l t i e s . R e p l a c i n g D w i t h I w e n t t o d o s h o p p i n g a n d e n j o y e d w o u l d p r o b a b l y
e n h a n c e t h e d i s c e r n i n g c a p a c i t y o f t h i s q u e s t i o n .
A s t u d e n t m a y n o t b e a b l e t o a n s w e r t h i s b u t a c t u a l l y h a v e a f u n c t i o n a l
u n d e r s t a n d i n g o f a d j e c t i v e s w h i c h i s f a r m o r e i m p o r t a n t . B e i n g a b l e t o u s e l a n g u a g e
c o r r e c t l y i s m o r e i m p o r t a n t t h a n j u s t k n o w i n g t e r m s .
C o n t e x t i s a b s e n t a n d a l l t h e o p t i o n s s e e m m o r e o r l e s s b e c o r r e c t . A c l e a r a n s w e r
s h o u l d e m e r g e , o t h e r w i s e a q u e s t i o n b e c o m e s s u b j e c t i v e . E
N
G
L
I
S
H
M
A
T
H
S
S
C
I
E
N
C
E
SOCIAL STUDIES
Q3 - Class 7
The Andaman islands, inhabited by tribals for centuries, was first
occupied in 1789. An unhealthy climate and harbour maintenance
costs forced abandonment by 1796. It was re-occupied in 1858,
when the first batch of 200 revolutionaries of the Sepoy Mutiny
was shipped to the Cellular Jail in the Andamans.
Question is related to the Cellular Jail in the Andamans.
'It was re-occupied when, in March 1858, the first batch of 200
revolutionaries of the Sepoy Mutiny was shipped...'. What was the reason
for sending the rebel sepoys to Andaman?
A. to extract and process the natural resources of Andaman islands
B. to keep the rebels away from the freedom struggle in a far-off and isolated place
C. to bring civilisation into the islands which were inhabited mainly by the primitive tribes
D. to train the rebels for fighting wars against the Japanese in the World War II during the 1940s
Q1 - Class
+= r== ==r =ra =` f=r=-r` + ==r-r =-rr+= f=ra +r r= r== =r=r= =rr =r+a =`, =r=r =rfr
+=rfr =r=r f== -r= r==r` -r` =r =+ ==rr r== crfa= f=r=r-r` =r + f=+r== = +rr ==r+r f=ra +r
==r` =r=ar
A. +=r-
B. +f==rr
C. +=r
D. +rf==r
HINDI
Q2 - Class
-r`-r +r= =r =r=r rf==r ==r` rr, =f+= -rr -r` =r `f=a -rr=r =rrar rr ==r +=a =` _________
=f=ra +=ra =r r+ =r +rf=r=
A. +`r` -r` +r=r =r=rr
B. =r= -r` ==+= -r-r= =r =r=
C. =r=r = =rr= +r-r= ar
D. = ==-rr =rr=r = =r=r-rr =rr=r=r
Q3 - Class
=r=r r+ f== =rr == =`, ==-r` f+=rf+=r r+ -r` rr+ r== +r r-r =r=r =rrf==
A. =rr== +r f=rr =r=r= +r =
B. =r==r= =rr + f== = ==+r` = -r=rr
C. -r=r =rf=r =r-r= +r =r== =
A. += A -r` B. A +r= C -r` C. += B -r` D. B +r= C -r`
E x p e r t C o m m e n t s
R a t i n g
1
2
3
4
Q . N o
2
3
4
1
E x p e r t C o m m e n t s
I t t e s t s a k n o w n m i s c o n c e p t i o n a m o n g s t u d e n t s a n d d o e s i t q u i t e s p e c i f i c a l l y . T h e
o p t i o n s a r e c l e a r a n d s u c c i n c t .
T e s t s t h e s i m p l e c o n c e p t o f m a g n e t i s m a t t h i s c l a s s l e v e l q u i t e p r o p e r l y . C m a y b e a
g i v e - a w a y t h o u g h a s i t s t a n d s o u t a m o n g t h e o t h e r o p t i o n s v i s u a l l y .
T h e f r a m i n g o f t h e o p t i o n s i s a m b i g u o u s a n d t h e r e i s a p o s s i b i l i t y o f t w o r i g h t
a n s w e r s h e r e - B a n d C .
W h i c h p a r t i c u l a r m o v e m e n t h a s n o t b e e n c l e a r l y s p e c i f i e d a n d a n y o n e o f A t o C c a n
b e c h o s e n a s a n a n s w e r h e r e .
Rank _____
Rank _____
Rank _____
Rank _____
23 24
R a t i n g
1
2
3
4
Q . N o
1
2
3
4
E x p e r t C o m m e n t s
T h e q u e s t i o n t e s t s t h e u n d e r s t a n d i n g o f d i v i s i o n q u i t e w e l l . A s t u d e n t n e e d s t o h a v e
a r e a s o n a b l y d e v e l o p e d s e n s e o f n u m b e r s t o a n s w e r c o r r e c t l y .
T h e q u e s t i o n t e s t s t h e u n d e r s t a n d i n g o f p l a c e v a l u e . H o w e v e r t h e t h e w a y t h e
o p t i o n s a r e f r a m e d , s t u d e n t s m a y j u s t p i c k u p t h e g r e a t e s t n u m b e r w h i c h a l s o t u r n s
o u t t o b e t h e c o r r e c t . A n o p t i o n l i k e 8 6 4 ( a n u m b e r g r e a t e r t h a n 6 0 3 ) b u t w i t h a
l o w e r p l a c e v a l u e o f 6 , w o u l d i m p r o v e t h e q u e s t i o n .
T h e q u e s t i o n t e s t s u n d e r s t a n d i n g o f r a t i o n a l n u m b e r s . I t i s t h e o n l y o p t i o n n o t o f
t h e f o r m a / b , w h e r e a a n d b a r e i n t e g e r s . A l s o , t o a n s w e r t h i s q u e s t i o n c o r r e c t l y ,
o n e a c t u a l l y h a s t o r e c a l l t h a t 2 i s a n i r r a t i o n a l n u m b e r .
N o n e o f t h e o p t i o n s i s c o r r e c t . E x c e p t f o r B , n o n e o f t h e n u m b e r s a r e i n t e g e r s a n d
6
( - 3 ) i s a p o s i t i v e i n t e g e r . T h e q u e s t i o n m a k e r i n t e n d e d t o a s k w h i c h o f t h e s e i s a
n e g a t i v e n u m b e r a n d t h e i n t e n d e d a n s w e r w a s A .
R a t i n g
1
2
3
4
Q . N o
2
3
4
1
E x p e r t C o m m e n t s
T h i s q u e s t i o n t e s t s a c o m m o n c h a p t e r s t u d e n t s h a v e w i t h s u b j e c t - v e r b
a g r e e m e n t . T h e y t e n d t o m i s s t h e e r r o r i n B , m a i n l y b e c a u s e t h e y d o n o t r e a l i s e t h a t
l e n g t h i s t h e s u b j e c t a n d n o t n a i l s . S u c h s t u d e n t s m a y b e h a b i t u a t e d t o
i d e n t i f y i n g o n l y a s i n g l e w o r d , u s u a l l y a t a n g i b l e o b j e c t , a s a s u b j e c t .
T h i s q u e s t i o n i s q u i t e g o o d a s i t c l e a r l y p o i n t s t o a c o l l o q u i a l i n f l u e n c e i n s p o k e n
l a n g u a g e . H o w e v e r , o p t i o n s A a n d D d o n o t f u r t h e r c a p t u r e o t h e r p o s s i b l e
d i f f i c u l t i e s . R e p l a c i n g D w i t h I w e n t t o d o s h o p p i n g a n d e n j o y e d w o u l d p r o b a b l y
e n h a n c e t h e d i s c e r n i n g c a p a c i t y o f t h i s q u e s t i o n .
A s t u d e n t m a y n o t b e a b l e t o a n s w e r t h i s b u t a c t u a l l y h a v e a f u n c t i o n a l
u n d e r s t a n d i n g o f a d j e c t i v e s w h i c h i s f a r m o r e i m p o r t a n t . B e i n g a b l e t o u s e l a n g u a g e
c o r r e c t l y i s m o r e i m p o r t a n t t h a n j u s t k n o w i n g t e r m s .
C o n t e x t i s a b s e n t a n d a l l t h e o p t i o n s s e e m m o r e o r l e s s b e c o r r e c t . A c l e a r a n s w e r
s h o u l d e m e r g e , o t h e r w i s e a q u e s t i o n b e c o m e s s u b j e c t i v e . E
N
G
L
I
S
H
M
A
T
H
S
S
C
I
E
N
C
E
SOCIAL STUDIES
Q3 - Class 7
The Andaman islands, inhabited by tribals for centuries, was first
occupied in 1789. An unhealthy climate and harbour maintenance
costs forced abandonment by 1796. It was re-occupied in 1858,
when the first batch of 200 revolutionaries of the Sepoy Mutiny
was shipped to the Cellular Jail in the Andamans.
Question is related to the Cellular Jail in the Andamans.
'It was re-occupied when, in March 1858, the first batch of 200
revolutionaries of the Sepoy Mutiny was shipped...'. What was the reason
for sending the rebel sepoys to Andaman?
A. to extract and process the natural resources of Andaman islands
B. to keep the rebels away from the freedom struggle in a far-off and isolated place
C. to bring civilisation into the islands which were inhabited mainly by the primitive tribes
D. to train the rebels for fighting wars against the Japanese in the World War II during the 1940s
Q1 - Class
+= r== ==r =ra =` f=r=-r` + ==r-r =-rr+= f=ra +r r= r== =r=r= =rr =r+a =`, =r=r =rfr
+=rfr =r=r f== -r= r==r` -r` =r =+ ==rr r== crfa= f=r=r-r` =r + f=+r== = +rr ==r+r f=ra +r
==r` =r=ar
A. +=r-
B. +f==rr
C. +=r
D. +rf==r
HINDI
Q2 - Class
-r`-r +r= =r =r=r rf==r ==r` rr, =f+= -rr -r` =r `f=a -rr=r =rrar rr ==r +=a =` _________
=f=ra +=ra =r r+ =r +rf=r=
A. +`r` -r` +r=r =r=rr
B. =r= -r` ==+= -r-r= =r =r=
C. =r=r = =rr= +r-r= ar
D. = ==-rr =rr=r = =r=r-rr =rr=r=r
Q3 - Class
=r=r r+ f== =rr == =`, ==-r` f+=rf+=r r+ -r` rr+ r== +r r-r =r=r =rrf==
A. =rr== +r f=rr =r=r= +r =
B. =r==r= =rr + f== = ==+r` = -r=rr
C. -r=r =rf=r =r-r= +r =r== =
A. += A -r` B. A +r= C -r` C. += B -r` D. B +r= C -r`
E x p e r t C o m m e n t s
R a t i n g
1
2
3
4
Q . N o
2
3
4
1
E x p e r t C o m m e n t s
I t t e s t s a k n o w n m i s c o n c e p t i o n a m o n g s t u d e n t s a n d d o e s i t q u i t e s p e c i f i c a l l y . T h e
o p t i o n s a r e c l e a r a n d s u c c i n c t .
T e s t s t h e s i m p l e c o n c e p t o f m a g n e t i s m a t t h i s c l a s s l e v e l q u i t e p r o p e r l y . C m a y b e a
g i v e - a w a y t h o u g h a s i t s t a n d s o u t a m o n g t h e o t h e r o p t i o n s v i s u a l l y .
T h e f r a m i n g o f t h e o p t i o n s i s a m b i g u o u s a n d t h e r e i s a p o s s i b i l i t y o f t w o r i g h t
a n s w e r s h e r e - B a n d C .
W h i c h p a r t i c u l a r m o v e m e n t h a s n o t b e e n c l e a r l y s p e c i f i e d a n d a n y o n e o f A t o C c a n
b e c h o s e n a s a n a n s w e r h e r e .
Rank _____
Rank _____
Rank _____
Rank _____
25
Special recognition to
15 teachers on question quality
All contestants participating in the Question-Making competition 2009,
will receive a certificate of participation.
Awards and Prizes
Best participating awards
to 5 schools
Educational trip to Singapore
for 5 teachers selected for
each subject
Best performance school awards
at National & Zonal levels.
For any query or feedback about this competition, write to us at or
call 09990499504 (contact person- Mr. Atul Pandey), 011-26462264,011-40584952
asset-qmc@ei-india.com
R a t i n g
1
Q . N o E x p e r t C o m m e n t s
= = = r - r = r f + r = r r + r = = r ` + r r = a = r + r = = f = r a r - r + r = r r = r = + = = = r c r
- r r = = = r - r ` r = = r - r + r = r = r f = + = f = r - r r = , = r r = r = = r r r + + r = r r + r = = r `
+ + r + r = = = + r a = r = r f = f = r a = r ` - r = r = = r + r = r = r = r = = = r + a = `
= = - r = r = r ` + r + r + r = = f = r a r - r + r = r r = r = + = = = r c r - r r = = f + = = r r
f + = r ` + r = r = r f + r = , = f = r = r r r f + r = = = r = r = r = = a = = r = + r a r = =
= r r = r + = = r = r + = = + r + = r = = = r ` = a r = = = r + f + = + = - r ` f = f = r = r + r = r a r = = r + r
+ r ` = r + r = + = + r - r ` + = r a r a r f = = r = = + = c r = r = = r + a r r r
= = = r + = r - r ` = = r - r + r = r = r f = + = r r = + r = r + r = r r = r = + = = = r c r - r r = , = ` a
= = r - r ` = r r f + = f = = - r = = ` = = - r ` C + r = D = r = r ` = r = r = r = - r = = = ` = r r r = r r = = r ` + r = r = + r r
= r ` a f = a = = r ` = , = r = r A , B + r = C f + = + r = = + r = + = ` , + = D f + = r = r r = =
+ r = + r = , = r r r = = r ` = r a r = = r = r + a r = = r r r r r = = r r + r + ` = r = r = r = r = r = r = =

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The journey to best question making begins ... All the best!!
R a t i n g
1
2
3
Q . N o
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1
E x p e r t C o m m e n t s
T h e q u e s t i o n t e s t s a d e e p e r u n d e r s t a n d i n g o f h o w h i s t o r i c a l e v e n t s a r e r e l a t e d t o
e a c h o t h e r , a n d O p t i o n C c o u l d d i s t r a c t s t u d e n t s w h o d o n t g e t t h e a i m o f t h e
q u e s t i o n a n d m i g h t l a t c h o n t o t h e t r i v i a l c o n n e c t i o n o f p r i m i t i v e t r i b e s .
T h e q u e s t i o n i d e a i s e x c e l l e n t . O n e f l a w i s t h a t t h e w o r d B r i t i s h w h i c h a p p e a r s i n
t h e q u e s t i o n s t e m , h a s b e e n r e p e a t e d i n t h e c o r r e c t a n s w e r , g i v i n g a n u n n e c e s s a r y
c l u e t o s t u d e n t s .
T h o u g h t h e i d e a o f t h e q u e s t i o n i s a g o o d o n e , t h e o p t i o n - f i g h t i n g w i t h c h i l d r e n o f
o t h e r c o m m u n i t i e s c o u l d b e a m b i g u o u s . I f t h e f i g h t i s a n o r m a l c h i l d r e n s f i g h t a n d
t h e c h i l d r e n j u s t h a p p e n t o b e f r o m d i f f e r e n t c o m m u n i t i e s , i t d o e s n o t b e c o m e a
v i o l a t i o n o f a f u n d a m e n t a l d u t y .
H
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Last date for submitting questions September 4th, 2009
E x p e r t C o m m e n t s
25
Special recognition to
15 teachers on question quality
All contestants participating in the Question-Making competition 2009,
will receive a certificate of participation.
Awards and Prizes
Best participating awards
to 5 schools
Educational trip to Singapore
for 5 teachers selected for
each subject
Best performance school awards
at National & Zonal levels.
For any query or feedback about this competition, write to us at or
call 09990499504 (contact person- Mr. Atul Pandey), 011-26462264,011-40584952
asset-qmc@ei-india.com
R a t i n g
1
Q . N o E x p e r t C o m m e n t s
= = = r - r = r f + r = r r + r = = r ` + r r = a = r + r = = f = r a r - r + r = r r = r = + = = = r c r
- r r = = = r - r ` r = = r - r + r = r = r f = + = f = r - r r = , = r r = r = = r r r + + r = r r + r = = r `
+ + r + r = = = + r a = r = r f = f = r a = r ` - r = r = = r + r = r = r = r = = = r + a = `
= = - r = r = r ` + r + r + r = = f = r a r - r + r = r r = r = + = = = r c r - r r = = f + = = r r
f + = r ` + r = r = r f + r = , = f = r = r r r f + r = = = r = r = r = = a = = r = + r a r = =
= r r = r + = = r = r + = = + r + = r = = = r ` = a r = = = r + f + = + = - r ` f = f = r = r + r = r a r = = r + r
+ r ` = r + r = + = + r - r ` + = r a r a r f = = r = = + = c r = r = = r + a r r r
= = = r + = r - r ` = = r - r + r = r = r f = + = r r = + r = r + r = r r = r = + = = = r c r - r r = , = ` a
= = r - r ` = r r f + = f = = - r = = ` = = - r ` C + r = D = r = r ` = r = r = r = - r = = = ` = r r r = r r = = r ` + r = r = + r r
= r ` a f = a = = r ` = , = r = r A , B + r = C f + = + r = = + r = + = ` , + = D f + = r = r r = =
+ r = + r = , = r r r = = r ` = r a r = = r = r + a r = = r r r r r = = r r + r + ` = r = r = r = r = r = r = =

2
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26
The journey to best question making begins ... All the best!!
R a t i n g
1
2
3
Q . N o
3
2
1
E x p e r t C o m m e n t s
T h e q u e s t i o n t e s t s a d e e p e r u n d e r s t a n d i n g o f h o w h i s t o r i c a l e v e n t s a r e r e l a t e d t o
e a c h o t h e r , a n d O p t i o n C c o u l d d i s t r a c t s t u d e n t s w h o d o n t g e t t h e a i m o f t h e
q u e s t i o n a n d m i g h t l a t c h o n t o t h e t r i v i a l c o n n e c t i o n o f p r i m i t i v e t r i b e s .
T h e q u e s t i o n i d e a i s e x c e l l e n t . O n e f l a w i s t h a t t h e w o r d B r i t i s h w h i c h a p p e a r s i n
t h e q u e s t i o n s t e m , h a s b e e n r e p e a t e d i n t h e c o r r e c t a n s w e r , g i v i n g a n u n n e c e s s a r y
c l u e t o s t u d e n t s .
T h o u g h t h e i d e a o f t h e q u e s t i o n i s a g o o d o n e , t h e o p t i o n - f i g h t i n g w i t h c h i l d r e n o f
o t h e r c o m m u n i t i e s c o u l d b e a m b i g u o u s . I f t h e f i g h t i s a n o r m a l c h i l d r e n s f i g h t a n d
t h e c h i l d r e n j u s t h a p p e n t o b e f r o m d i f f e r e n t c o m m u n i t i e s , i t d o e s n o t b e c o m e a
v i o l a t i o n o f a f u n d a m e n t a l d u t y .
H
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Last date for submitting questions September 4th, 2009
E x p e r t C o m m e n t s
When understanding happens,
can marks be far behind?
A computerised self-learning programme for students:
Self-paced, requires no supervision
Intelligent...adapts itself to each students level
Carefully designed questions, animations and explanations strengthen basics
Engages students as questions become progressively challenging
Immediate feedback to student, regular reports to teachers and parents
!
MindS ark
TM
Developed by the creators of , Indias leading diagnostic test
ASSET
TM
TO BEGIN YOUR MINDSPARK JOURNEY, GET IN TOUCH WITH US:
www.mindspark.in mindspark@ei-india.com
When understanding happens,
can marks be far behind?
A computerised self-learning programme for students:
Self-paced, requires no supervision
Intelligent...adapts itself to each students level
Carefully designed questions, animations and explanations strengthen basics
Engages students as questions become progressively challenging
Immediate feedback to student, regular reports to teachers and parents
!
MindS ark
TM
Developed by the creators of , Indias leading diagnostic test
ASSET
TM
TO BEGIN YOUR MINDSPARK JOURNEY, GET IN TOUCH WITH US:
www.mindspark.in mindspark@ei-india.com
Educational
INITIATIVES
Educational Initiatives Pvt. Ltd.
Phone: 011-26462264, 40584952 | Website: www.ei-india.com
A world where children everywhere are learning with understanding
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ASSET
TM
ASSET is a test for students of classes 3 to 9, which determines whether students can
apply key concepts to interesting and challenging questions that require thinking. They
pinpoint areas of strengths and weaknesses and outline areas where specific skills can
be improved.
the test that helps your child improve
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