Correct answer: Use several evidence sources across multiple occasions. Several sources of evidence across multiple occasions give the most dependable picture of classroom performance.

• Use two observations by one appraiser within one week. Two observations by one appraiser in a single week give a narrow sample and one viewpoint.
• Use one observation supplemented by a self-report. One observation plus a self-report is too limited a basis for a dependable judgement.
• Use examination results and attendance as the main evidence. Examination results and attendance are affected by many factors and do not show classroom practice directly.

Correct answer: Review observed problems and revise procedures accordingly. Reviewing the problems observed and revising procedures turns the drill into learning and improves future preparedness.

• Repeat the identical drill until evacuation time decreases. Repeating the same drill may shorten the time but does not fix weaknesses.
• Change the evacuation routes frequently without formal review. Changing routes frequently without formal review can create new confusion.
• Record only the total evacuation time for future comparison. Recording only the total time hides where the problems occurred.

Correct answer: Share relevant information only with staff who need it. Sharing only relevant information with the staff who need it protects confidentiality while serving the educational purpose.

• Provide the complete record to all subject teachers. Giving the complete record to all subject teachers goes beyond what is needed.
• Circulate a broad summary to staff without checking need. Circulating a summary without checking need still discloses more than necessary.
• Place the file on a shared drive accessible to all employees. A shared drive open to all employees gives uncontrolled access to a confidential record.

Correct answer: analyse common instructional causes across the classes Analysing common instructional causes across the classes diagnoses the problem before an intervention is chosen.

• arrange a general workshop before diagnosing the difficulty A general workshop before diagnosis may miss the real causes.
• purchase a new reading programme immediately Buying a programme immediately assumes a solution without a diagnosis.
• increase testing of low-performing learners first More testing of low performers measures the problem but does not explain its cause.

Correct answer: Apply transparent criteria after consulting both teachers. Transparent criteria applied after consulting both teachers are fair, defensible, and focused on instructional need.

• Give priority to the teacher with longer service. Length of service is not an instructional criterion.
• Rotate access regardless of instructional requirements. Rotating access regardless of instructional requirements ignores real needs.
• Give the laboratory to whoever requested it first. First-come-first-served ignores differences in instructional need.

Correct answer: Final accountability remains with the headteacher. Authority can be delegated, but accountability cannot, so final accountability stays with the headteacher.

• Authority and accountability transfer completely to the senior teacher. Accountability does not transfer completely along with authority.
• Accountability transfers while authority remains with the headteacher. This reverses the principle: authority is delegated, accountability is not.
• The headteacher retains authority while the senior teacher bears final accountability. The senior teacher cannot bear final accountability for a task the headteacher delegated.

Correct answer: Use evidence-based feedback conferences and focused follow-up observations. Evidence-based feedback conferences with focused follow-up observations give teachers specific, ongoing support to change their questioning habits.

• Conduct a one-off workshop before diagnosing the observed practice. A one-off workshop held before diagnosing the practice is unlikely to change it.
• Replace observations with checklists and teachers' self-reports. Checklists and self-reports remove direct evidence and developmental dialogue.
• Increase observation frequency without providing developmental feedback. More observations without developmental feedback do not help teachers improve.

Correct answer: Provide equivalent offline and low-bandwidth learning routes. Equivalent offline and low-bandwidth routes let learners with intermittent internet participate on equal terms.

• Require bandwidth-heavy live video for all learners. Bandwidth-heavy live video excludes learners with poor connections.
• Expand laboratory hours but keep all work online. Keeping all work online still depends on connectivity, whatever the laboratory hours.
• Subsidise data while retaining continuous high-resolution video. Data subsidies do not fix intermittent access, and continuous high-resolution video remains very demanding.

Correct answer: reasonable access adjustments within mainstream schooling Meeting the same outcomes with accessible seating and extra movement time is a reasonable access adjustment that removes barriers without lowering expectations.

• lowering the academic outcomes for the learner The academic outcomes are not lowered; the learner is expected to meet the same ones.
• full-day separation from the ordinary classroom Full-day separation is segregation, not an access adjustment within mainstream schooling.
• transfer to another school despite available access Transfer is unnecessary because access can be provided in the current school.

Correct answer: Provide safe transport or a nearer facility. The distance and the unsafe route are the immediate barrier, so safe transport or a nearer school addresses it directly.

• Offer a stipend without changing the journey. A stipend does not remove the unsafe, distant journey.
• Add teachers while retaining the same distance. More teachers do not help girls who cannot reach the school safely.
• Start school later without transport provision. A later start time makes neither the route safer nor shorter.

Correct answer: Use common learning standards with contextualised examples. Common learning standards keep national coherence, while contextualised examples let teachers adapt content to provincial and local needs.

• Require identical examples and pacing in every classroom. Identical examples and pacing remove the local flexibility the question asks to preserve.
• Let each province remove all shared learning benchmarks. Removing all shared benchmarks sacrifices national coherence.
• Use common textbooks with unrelated local learning outcomes. Common textbooks paired with unrelated local outcomes weaken both relevance and coherence.