Examples and Explanations of Multiple Choice Questions on Different Topics of Agricultural Extension
Read MCQ or Multiple Choice Questions On Agricultural Extension Education. All objective questions based on ICAR syllabus and are important for various agricultural competition exams.
Agricultural Extension multiple choice question
Multiple choice (MC), objective response or MCQ (for multiple choice question) is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list. The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies.
Although E. L. Thorndike developed an early scientific approach to testing students, it was his assistant Benjamin D. Wood who developed the multiple-choice test. Multiple-choice testing increased in popularity in the mid-20th century when scanners and data-processing machines were developed to check the result. Christopher P. Sole created the first multiple-choice examination for computers on a Sharp Mz 80 computer in 1982. It was developed to aid people with dyslexia cope with agricultural subjects, as Latin plant names can be difficult to understand and write.
For advanced items, such as an applied knowledge item, the stem can consist of multiple parts. The stem can include extended or ancillary material such as a vignette, a case study, a graph, a table, or a detailed description which has multiple elements to it. Anything may be included as long as it is necessary to ensure the utmost validity and authenticity to the item. The stem ends with a lead-in question explaining how the respondent must answer. In a medical multiple choice items, a lead-in question may ask "What is the most likely diagnosis?" or "What pathogen is the most likely cause?" in reference to a case study that was previously presented.
The items of a multiple choice test are often colloquially referred to as "questions," but this is a misnomer because many items are not phrased as questions. For example, they can be presented as incomplete statements, analogies, or mathematical equations. Thus, the more general term "item" is a more appropriate label. Items are stored in an item bank.
A well written multiple-choice question avoids obviously wrong or implausible distractors (such as the American city of Detroit being included in the third example), so that the question makes sense when read with each of the distractors as well as with the correct answer.
There are several advantages to multiple choice tests. If item writers are well trained and items are quality assured, it can be a very effective assessment technique. If students are instructed on the way in which the item format works and myths surrounding the tests are corrected, they will perform better on the test. On many assessments, reliability has been shown to improve with larger numbers of items on a test, and with good sampling and care over case specificity, overall test reliability can be further increased.
Multiple choice questions lend themselves to the development of objective assessment items, but without author training, questions can be subjective in nature. Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results. Factors irrelevant to the assessed material (such as handwriting and clarity of presentation) do not come into play in a multiple-choice assessment, and so the candidate is graded purely on their knowledge of the topic. Finally, if test-takers are aware of how to use answer sheets or online examination tick boxes, their responses can be relied upon with clarity. Overall, multiple choice tests are the strongest predictors of overall student performance compared with other forms of evaluations, such as in-class participation, case exams, written assignments, and simulation games.
The most serious disadvantage is the limited types of knowledge that can be assessed by multiple choice tests. Multiple choice tests are best adapted for testing well-defined or lower-order skills. Problem-solving and higher-order reasoning skills are better assessed through short-answer and essay tests. However, multiple choice tests are often chosen, not because of the type of knowledge being assessed, but because they are more affordable for testing a large number of students. This is especially true in the United States and India, where multiple choice tests are the preferred form of high-stakes testing and the sample size of test-takers is large respectively.
Another disadvantage of multiple choice tests is possible ambiguity in the examinee's interpretation of the item. Failing to interpret information as the test maker intended can result in an "incorrect" response, even if the taker's response is potentially valid. The term "multiple guess" has been used to describe this scenario because test-takers may attempt to guess rather than determine the correct answer. A free response test allows the test taker to make an argument for their viewpoint and potentially receive credit.
Another disadvantage of multiple choice examinations is that a student who is incapable of answering a particular question can simply select a random answer and still have a chance of receiving a mark for it. If randomly guessing an answer, there is usually a 25 percent chance of getting it correct on a four-answer choice question. It is common practice for students with no time left to give all remaining questions random answers in the hope that they will get at least some of them right. Many exams, such as the Australian Mathematics Competition and the SAT, have systems in place to negate this, in this case by making it no more beneficial to choose a random answer than to give none.
Additionally, it is important to note that questions phrased ambiguously may confuse test-takers. It is generally accepted that multiple choice questions allow for only one answer, where the one answer may encapsulate a collection of previous options. However, some test creators are unaware of this and might expect the student to select multiple answers without being given explicit permission, or providing the trailing encapsulation options.
The theory that students should trust their first instinct and stay with their initial answer on a multiple choice test is a myth worth dispelling. Researchers have found that although some people believe that changing answers is bad, it generally results in a higher test score. The data across twenty separate studies indicate that the percentage of "right to wrong" changes is 20.2%, whereas the percentage of "wrong to right" changes is 57.8%, nearly triple. Changing from "right to wrong" may be more painful and memorable (Von Restorff effect), but it is probably a good idea to change an answer after additional reflection indicates that a better choice could be made. In fact, a person's initial attraction to a particular answer choice could well derive from the surface plausibility that the test writer has intentionally built into a distractor (or incorrect answer choice). Test item writers are instructed to make their distractors plausible yet clearly incorrect. A test taker's first-instinct attraction to a distractor is thus often a reaction that probably should be revised in light of a careful consideration of each of the answer choices. Some test takers for some examination subjects might have accurate first instincts about a particular test item, but that does not mean that all test takers should trust their first instinct.
List of 220 + multiple choice questions and answers on Agriculture! This will help you to learn about the most frequently asked objective type questions on agriculture especially compiled for ICAR (JRF/SRF), ARS, IARI Ph.D and other competitive exams.
Sample Residential Electrician test questions 1) A MAXIMUM continuous load on an overcurrent device is limited to 90 percent of the device rating. If the protective device is rated 80A, what is the MAXIMUM continuous load permitted? 1. 40A 2. 60A 3. 72A 4. 92A 2) How many sets of 5-wire feeders sharing the same common neutral are allowed? 1. One 2. Two 3. Three 4. Four 3) What type of receptacles are permitted on a 40-amp branch circuit with multiple receptacles? 1. 15 and 20 amp. 2. 20 and 30 amp. 3. 30 and 40 amp. 4. 40 and 50 amp. 4) The equipment grounding conductor inside an underground feeder and branch-circuit cable is 1. required to be bare. 2. required to be insulated. 3. not permitted to be insulated. 4. permitted to be insulated or bare. 5) Which National Electrical Code article covers telephone, telegraph, outside wiring for fire and burglar alarm systems and similar central station systems? 1. 500-1 2. 600-1 3. 700-1 4. 800-1 6) At what distance from entering the building must the metal sheath of communication cable be grounded or interrupted? 1. Within 5 feet of the point of entrance 2. Within 10 feet of the point of entrance 3. Within 20 feet of the point of entrance 4. As close as practicable to the point of entrance 7) Multiwire branch circuits supply only line to neutral loads EXCEPT where they supply only one utilization equipment or 1. the circuit is rated 30 amps or less. 2. the circuit is rated less than 250 volts to ground. 3. where the ungrounded conductors are opened simultaneously by the branch-circuit overcurrent device. 4. where handle devices are used on the overcurrent devices supplying the ungrounded conductors of the circuit. 8) In a dwelling unit garage, GFCI protection of 15 and 20 ampere receptacles are required for 1. all receptacles. 2. all receptacles EXCEPT those supplying fire alarms. 3. all receptacles EXCEPT those for garage door openers. 4. all receptacles EXCEPT single receptacles for dedicated equipment. 9) Where a counter-mounted cooking unit is mounted in a corner, the space behind the unit is exempt from wall countertop receptacle spacing requirements when the measurement from the back of the unit to the corner of the wall is less than 1. 6 inches. 2. 12 inches. 3. 18 inches. 4. 24 inches. 10) When are conductors required to be protected? 1. When the amperage exceeds .5 amps 2. When the voltage exceeds 50 volts 3. When the conductors are subject to physical damage 4. When the rating of the circuit exceeds 50 volt amps Residential Electrician Answer Key