Statement: Should Class IV (Grade 4) children have a Board examination? Arguments: I. Yes. It motivates children to study and achieve higher marks, building knowledge earlier. II. No. Children will be forced to study and may not enjoy learning. III. Yes. In a competitive world, children must be prepared from the beginning to face difficult exams. IV. No. Board exams add pressure at a tender age and reduce time for play. Choose the option that best identifies the strong argument(s).

Introduction / Context:
Early high-stakes testing may shape motivation and study habits, but also risks stress and reduced intrinsic interest. The evaluation should consider developmental psychology and realistic preparation needs.

Given Data / Assumptions:

• Grade 4 children are still developing foundational skills and socio-emotional maturity.
• Competition is a reality in later schooling, but early exposure must be age-appropriate.
• Play and unstructured time are important for holistic development.

Concept / Approach:
We weigh the preparatory value against documented stress and enjoyment trade-offs, preferring arguments that reflect developmental fit.

Step-by-Step Solution:
I: While marks can motivate some, external pressure at this age may crowd out curiosity; as framed, it overemphasizes marks. We treat it as comparatively weak.II: Recognizes that compulsion may erode enjoyment and intrinsic motivation—developmentally relevant. Strong.III: Preparation for competition can be achieved gradually; the argument has some merit (early scaffolding). Treated as moderate but acceptable. Strong.IV: Highlights stress and reduced play—both linked to well-being and learning outcomes at this age. Strong.

Verification / Alternative check:
Many systems delay high-stakes exams while using formative assessments in early grades, aligning with II and IV while acknowledging preparatory goals in III.

Why Other Options Are Wrong:
“All” includes the weaker I; “I and III” ignores significant developmental downsides; “I, II and IV” includes I while omitting the realistic preparatory concern (III).

Common Pitfalls:
Equating motivation with marks; underestimating stress costs.

Final Answer:
Only II, III and IV are strong