2nd Puc Question Bank With Answers Pdf Download Free

From a pedagogical perspective, I really wanted my students to achieve a deeper level of understanding (e.g., the level it takes in order to craft three plausible distractors). However, this assignment also served a pragmatic purpose in that the open textbook that I use for this course (and that I helped revise) does not yet have a readymade question bank. By asking my students to craft and peer-review multiple-choice questions based on the concepts covered that week (and scaffolding this process over the semester), I considered I had a budding open pedagogy project on my hands.

I love this idea! Not only do the students learn more deeply, they also learn ways to take charge of their learning. We did something simliar, although much more rudimentary, in our Internet Course ( =midterm) which I think worked out well, for what it was. I have been wondering about how the ds106 assignment bank ( ) could be adapted for this type of purpose, so that creating questions could become an ongoing component of almost any course.

2nd Puc Question Bank With Answers Pdf Download

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Thank you Maha. Love the idea of student-created exams. In this assignment only the best questions made it into the exams but the students also had access to all of the written questions to help them review. I am afraid MCQ testing is ubiquitous in my discipline, which is why the absence of a question bank can deter some potential open textbook adopters.

I have been using a similar approach in my lecture classes, particularly when reviewing for tests. I ask students what topics they feel are important and once we have established several viable topics, I ask we write the questions together. Once we have arrived at a sufficient number of questions for a viable exam, we record them and post them on Blackboard for study purposes.

When the exam is due, I present a select number of these questions from the list. Students can then answer them as essays.

I have had excellent results with this.

This is a great idea and a great way to build resources for future use.

Reflecting on content can be challenging, so asking students to create questions is great way to make connections from previous with ongoing learning processes and materials.

Use these five question banks to familiarise yourself with the type of questions you will see in your test. Each subtest bank contains a large number of questions which you may wish to attempt over several practice sessions.

Does anyone know of a compiled key to the section bank with answer explanations? The AAMC explanations are a complete joke. Most of them seem to omit discussion of the most compelling choices / right choice in a manner that can only be interpreted as intentional. Everyone says the SB is such a great resource, but I'm having trouble seeing the effectiveness if you don't even get a proper explanation to the answer choices.

The Question bank allows a teacher to create, preview and edit questions in a database and use them in the Quiz (or selected ones in a Lesson) activity. Questions are organized in categories and subcategories similar to the way files are stored in folders and subfolders. These categories may be limited to being used on the site, course or quiz level.

New in 4.3: columns you see in the Question bank are separate Moodle plugins. What you see in the Question bank depends on what the administrator has enabled or disabled from Site administration > Question bank plugins > Manage Question bank plugins. They can also rearrange the order the columns appear from Site administration > Plugins > Question bank plugins > Column sort order. However, since Moodle 4.3 teachers can rearrange, remove or resize these columns to customise their own view of the question bank. A reset columns option is also available.

There are separate question category trees in each different 'context' in which questions are shared. The contexts available to you depend on whether you access the question bank from an activity or from a course and depend on the permissions assigned you for access to questions. See Question contexts for more information on these contexts.

The following provides answers to basic questions that are frequently asked regarding the BSA. The answers are not meant to be comprehensive, apply to all factual situations, or to replace or supersede the BSA regulations. Additional questions and answers will be posted on a periodic basis.

Answer 3: One of the purposes of filing SARs is to identify violations or potential violations of law to the appropriate law enforcement authorities for criminal investigation. This is accomplished by the filing of a SAR that identifies the activity of concern. Should this activity continue over a period of time, it is useful for such information to be made known to law enforcement (and the bank supervisors). As a general rule of thumb, organizations should report continuing suspicious activity with a report being filed at least every 90 days. This will serve the purposes of notifying law enforcement of the continuing nature of the activity, as well as provide a reminder to the organization that it must continue to review the suspicious activity to determine if other actions may be appropriate, such as terminating its relationship with the customer or employee that is the subject of the filing. (12/2000)

Questions in Moodle are organized into categories. A new course starts out with one category named "Default for [course name]." To make it easier to find questions, and to facilitate the use of random questions, organize your questions into additional categories. You can create a hierarchy of categories by creating subcategories inside parent categories. The more organized you make your question categories during the initial setup of your course, the easier it will be to reuse questions in future quizzes and exams.

You can add questions to a category by creating new questions within a category or moving questions you have already created from one category to another. You must create categories before you can populate them with questions.

Commercial bank is owned by the group of individuals or by a member of Federal Reserve System. The commercial bank offer services to individuals, they are primarily concerned with receiving deposits and lending to business. Such bank earns money by imposing interest on the loan borrowed by the borrower. The money that is deposited by the customer will be used by the bank to give business loan, auto loan, mortgages and home repair loans.

d) CD (Certificate of Deposits) Account: In such account you have to deposit your money for the fixed period of time (5-7 years), and you will earn the interest on it. The rate of interest is decided by the bank, and you cannot withdraw the funds until the fixed period expires.

It requires the bank to pay against the drafts meeting all the terms of ILOC. It is valid upto the stated period of time. For example, if a small business wanted to contract with an overseas supplier for a specified item they would come to an agreement on the terms of the sale like quality standards and pricing, and ask their respective banks to open a letter of credit for the transaction.

Lines of credit are another type of business loan provided by commercial banks. It is more like a security for your business; the bank allows the customer to withdraw the amount from readily available funds in an adverse time. Customer or Company can pay back over time and withdraw money again without going into the loan process.

It is a Federal Agency (U.S) that gives funding to small businesses and entrepreneurs. SBA (Small Business Administration) loans are made through banks, credit unions and other lenders who partners with SBA.

Nice questions and answers about the basic banking knowledge for fresher who want to make their careers in banking industry.Pl help us to know Basel Norms in simple languages with examples to understand better

At least this has given me some knowledge on how banking interview goes. But my question is, as a maths and statistics student what kind of question can be directed to me according to my fielf of study by the interviewers.

I have created a quiz which selects 20 random questions from a bank of 30. They are not allowed to retry the quiz once it has been submitted but I do want to give them the option to check and amend their responses before submitting.

The Canvas question bank feature is the key to creating a quiz that has randomized questions. Once complete, instructors are able to move content (question bank) from course shell to course shell. Note: If you need your questions to appear in a specific order, do not place quiz questions inside a question group/bank. If you need assistance creating a question bank, please use this guide.

Note: If you create and save a question group without linking to a question bank you cannot add a bank to that question group later. You will have to create a new question group.

I put together a quiz that uses a question bank to randomly draw 10 questions. For some reason, only one slide shows the learner's response when selecting the Review Results button. All the other slides do not. They are marked incorrect, even when the answers that were given are correct. Why are the other slides not showing the learner's responses? The quiz is scoring correctly, so I know that it is recording the responses somehow.

I submitted the case just now. I will follow-up with this discussion if others note they are having issues. I appreciate the help since we could use this in an upcoming project with more than 20 quizzes. Every other year we have just left the questions in the same order. I would like to randomize them to ensure people really know how to complete the procedures.

Maharashtra SSC, HSC Board Exam question banks have been made available to students of classes 10 and 12. Maharashtra State Council of Educational Research and Training has released the subject-wise question banks for the Maharashtra Board Exams. The Question bank includes multiple questions and can be accessed online. 17dc91bb1f