I’m not talking about objective things like grammar, vocabulary, or structuring. I’m mostly talking about more subjective things like theme and mood. I get for younger students, since they need to learn to analyze and interpret literature. But for higher level students this might become more or a problem, especially when reading old poems and scripts. Why do schools make it seem like there’s only 1 right way to view a story?
Generally speaking, what teachers look for in grade-school analysis is proof that the student actually read and understood, to some degree, the work. The easiest way for the student to do this is the ‘right’ way; that is to say, the obvious or accepted interpretation, but usually alternate answers are accepted.
If you’re asking about multiple-choice questions, then the point is usually to weed out those who paid absolutely no attention/didn’t actually read the work with three absurd or irrelevant choices.