Effective teaching is characterised by a close match between what is intended (objectives),what is done (activities) and what is measured (assessment). When these three elements are aligned,students get coherent signals about what they should learn and how they will be evaluated. This alignment increases the chances that learning objectives will actually be achieved. Thus,the teacher is primarily strengthening the effectiveness of teaching.
Option A:
Popularity refers to how liked the teacher is,which may or may not reflect the quality of learning achieved. A popular teacher who does not align objectives,activities and assessment may still fail to produce strong learning outcomes. Therefore,this option does not represent the main effect of alignment.
Option B:
Strictness concerns discipline or enforcement of rules and is not the main feature of aligning instructional components. A strict teacher without alignment can still confuse students about expectations. Hence,this option is not appropriate here.
Option C:
Effectiveness focuses on how far teaching leads to intended learning outcomes,and alignment directly supports this,so option C correctly completes the stem.
Option D:
Punctuality is important for professional behaviour but relates to timely arrival and use of time,rather than alignment of objectives,activities and assessment. It alone cannot guarantee effective learning.
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