Professional Education Practice Quiz| Volume 2 Part 6
This is the Multiple Choice Questions in Professional Education part 1 as one coverage of Licensure Examinations for Teachers (LET). The exam is divided into two classifications. First is the elementary level exam which covers topics from General Education (GenEd) 40% and Professional Education (ProfEd) 60%. Secondly is the secondary level which covers GenEd 20%, ProfEd 40% and area of specialization 40%. I assume you are looking for a reviewer that will help you achieve your goal to become a professional License teacher very soon. Yes, you are in the right place to make your dream come true. Make sure to familiarize each and every questions to increase the chance of passing the Licensure Examinations for Teachers (LET).
PROFESSIONAL EDUCATION (Elementary and Secondary) Coverage
- Teaching Profession, Social Dimensions of Education
- Principles of Teaching, Educational Technology, Curriculum Development
- Facilitating Learning, Child and Adolescent Development
- Assessment of Student Learning, Developmental Reading
- Field Study, Practice Teaching
Practice Exam Test Questions
Choose the letter of the best answer in each questions.
1. According to Piaget, children construct knowledge by transforming, organizing and reorganizing previous knowledge. What does this imply for learning?
A. Let children explore their world and discover knowledge
B. Give children experts as guide
C. Equip them with learning materials
D. Give them adequate reward
VIEW ANSWER
Option A
Explanation
According to Piaget, learning is an active rather than passive process. Experience, including the errors made therein, enables the construction of new knowledge, which involves two complementary processes: assimilation and accommodation.. In cognitive constructivist theory, information is valued as tools for problem solving rather than as plain facts isolated from real contexts. The Piagetian concept about knowing argues that knowledge cannot be “told”, “spoon-fed”, “given” or “poured”. Rather, teachers ought to provide opportunities for students to develop understanding through exploration and co-construction of knowledge.
2. Which characterize autistic children?
I. Repetitive behaviors
II. Difficulty in social interactions
III. Showing more interest in objects than on people
A. I and II
B. I, II and III
C. I and III
D. II and III
VIEW ANSWER
Option B
Explanation
Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling.
3. Young develop on their executive and sustained attention. What are indicators of executive functioning?
I. Inhibiting a strong tendency that is incorrect
II. Shifting attention to another topic/item
III. Waiting longer to get a more attractive reward
A. I, II and III
B. I and III
C. I and II
D. II and III
VIEW ANSWER
Option A
Explanation
The most widely known framework of executive function was proposed by Miyake et al., (2000). They viewed executive function as a general control mechanism that modulates cognition, with a focus on three executive functions:
(a) inhibition of prepotent responses,
(b) updating and monitoring of working memory representations, and
(c) shifting between mental sets. Inhibition is the deliberate, controlled suppression of prepotent responses.
Updating requires individuals to dynamically monitor and code incoming information based on relevance to the task and then revise the content held in working memory by replacing no longer relevant information with updated relevant information. Shifting between mental sets (task switching) involves the ability to engage and disengage from tasks and also the ability to perform a new operation in the face of proactive interference or negative priming.
Children gradually become more able to suppress automatic responses 18 during the preschool years in terms of the length of time that they can suppress their automatic responses. This ability is usually assessed using simple response inhibition tasks. For example, in the delay of gratification paradigm, children are asked to choose whether they want to get a reward now or wait longer for a bigger reward.
4. Research says that children learn words best in contexts that are meaningful. What does this imply to the teaching-learning process?
A. Teach words in integrated contexts
B. Teach new words in isolation from other lessons for greater focus
C. Retain out-of-context classroom drills
D. Reduce the number of new words taught for mastery
VIEW ANSWER
Option A
Explanation
One important finding from research suggests that vocabulary learning never stops (Smith, 1998); it is a natural and lifelong phenomenon. Vocabulary learning is a continual process of encountering new words in meaningful and comprehensible contexts (Harmon, et al. 2009).
5. Research says that children learn words better in responsive and interactive contexts than in passive contexts. What is an implication of this finding in the teaching-learning process?
I. Let them talk as they experience turn-taking opportunities
II. Ask them to socialize with adults
III. Give them scaffolding necessary for optimal word learning
A. I, II and III
B. II and III
C. I and II
D. I and III
VIEW ANSWER
Option A
Explanation
Kathy Hirsh-Pasek and Roberta Golinkoff (Harris, Golinkoff, & Hirsh-Pasek, 2012; Hirsh-Pasek & Golinkoff, 2013) emphasize six key principles in young children's vocabulary development:
- Children learn the words they hear most often. They learn the words that they encounter when interacting with parents, teachers, siblings, peers, and also from books. They especially benefit from encountering words that they do not know.
- Children learn words for things and events that interest them. Parents and teachers can direct young children to experience words in contexts that interest the children; playful peer interactions are especially helpful in this regard.
- Children learn words best in responsive and interactive contexts rather than passive contexts. Children who experience turn-taking opportunities, joint focusing experiences, and positive, sensitive socializing contexts with adults encounter the scaffolding necessary for optimal word learning. They learn words less effectively when they are passive learners.
- Children learn words best in contexts that are meaningful. Young children learn new words more effectively when new words are encountered in integrated contexts rather than as isolated facts.
- Children learn words best when they access clear information about word meaning.
- Children whose parents and teachers are sensitive to words the children might not understand and provide support and elaboration with hints about word meaning learn words better than when parents and teachers quickly state a new word and don't monitor whether children understand its meaning.
- Children learn words best when grammar and vocabulary are considered. Children who experience a large number of words and diversity in verbal stimulation develop a richer vocabulary and better understanding of grammar. In many cases, vocabulary and grammar development are connected.
6. . One research-based principle of child development is “early experiences have strong effects on children’s development and learning.” what is an implication of this to teaching-learning?
A. Enrich early childhood with favorable experiences
B. Teach them academic lessons as early
C. Enroll them in preschool
D. Assist their development by bringing them to tutorial centers
VIEW ANSWER
Option A
Explanation
Research says that early interactions don’t just create context, they directly affect the way that the brain is “wired.” For instance, children who experienced extreme stress in early life are at greater risk of developing cognitive, behavioral and emotional difficulty. Thus, they must be enriched with favorable experiences only.
7. One study revealed that co-parenting influenced young children’s effortful control above and beyond separate maternal and parental parenting. What does this imply?
I. Solo parenting is ideal
II. Father and mother should jointly raise a child
III. Undermining of the other parent puts a child at risk for problems
A. I and II
B. I, II and III
C. I and III
D. II and III
VIEW ANSWER
Option D
Explanation
In families characterized by multiple parents, one aspect of the family context within which father-child and other important relationships are nested is the coparenting relationship, or the relationship between adults in the family as parents. According to family systems theory (e.g., Minuchin, 1974), the coparenting relationship is a central element of family life, influencing parental adjustment, parenting, and child outcomes (Feinberg, 2003).
Coparenting can be defined as joint parenting within a family context and reflects the extent to which parents do (or do not) cooperate as a team in raising their children (Feinberg). Coparenting behavior is exemplified by undermining (hostility, competition) and supportive (warmth, cooperation) elements of interaction (Belsky, Putnam, & Crnic, 1996).
8. . Studies on delinquent students recommend effective parenting style for adolescents?
A. Authoritative
B. Authoritarian
C. Neglectful
D. Laizzes faire
VIEW ANSWER
Option A
Explanation
Adolescents who viewed their parents as authoritative were reported less likely to have tried alcohol compared to adolescents who viewed their parents as authoritarian and neglectful.
9.. Which strategies have been proven to increase children’s creative thinking?
I. Encourage brainstorming
II. Encourage internal motivation
III. Guide children to take intellectual risks
A. I and III
B. I and II
C. I, II and III
D. I and III
VIEW ANSWER
Option C
Explanation
Strategies for Children's Creative Thinking
1) Brainstorming
2) Provide Environments to stimulate creativity
3) Don't over control students
4) Encourage Internal motivation
5) Build Children's confidence
6) Guide Children to be persistent delay gratification
7) Encourage children to take intellectual risks
8) Introduce Children to creative people.
10. Researchers have found that executive functioning is a better predictor of school readiness rather than IQ. what is an implication of this to the teaching-learning process?
A. Strengthen executive functioning among learners
B. Ignore executive functioning among learners
C. Shape IQ with puzzles
D. Do practice test to develop IQ
VIEW ANSWER
Option A
Explanation
It is crucial that we develop good executive function in our children as early as possible. In fact, according to neuroscientist Philip Zelazo, frontal lobe executive function in childhood is a better predictor of school readiness than IQ. Let’s look at the brain to get a broad understanding and then examine what parents and teachers can do.
11. Which dimensions of executive functioning are most important ot children’s cognitive development?
I. Self-control
II. Working memory
III. Flexible thinking
A. I and II
B. I, II and III
C. I and III
D. II and III
VIEW ANSWER
Option B
12. Research found out that children with low IQ who received full time, year-round child care long with medical and social work services had improved IQ and sustained the improved IQ compared with those who received same medical and social services but no child care. What does this point?
I. Prevention rather than remediation is important in counteracting a deprived early environment’s effect on IQ
II. Modifications in environment can change IQ scores considerably
III. It is important to consider the types of environments for children
A. I and II
B. I, II and III
C. II and III
D. I and III
VIEW ANSWER
Option B
Explanation
Researchers believed that modifications in environment can change students IQ scores -although genetic endowment may always influence a person's intellectual ability, the environmental influences and opportunities we provide children and adults make a difference Environmental Influences was found that middle-income professional parents were much more likely to communicate with their young children than welfare-income parents
-how much the parents communicated with their children in the first 3 years was correlated with the child's Standford-Binet IQ score -the more parents communicated with their children, the higher the children's IQ
-schooling also influences intelligence -large groups of children that have been deprived of formal education for an extended period of time, results in lower intelligence
-IQ scores have been increasing so fast that a high percentage of people regarded as having average intelligence at the beginning of the century would now be considered below average intelligence -this may be due to increasing levels of education attained by a much greater percentage of the world's population, or to other environmental factors such as the explosion of information to which people are exposed -this worldwide increase in intelligence is known as the Flynn Effect
-many low-income parents have difficulty providing an intellectually stimulating environment for their children -efforts to counteract a deprived early environment's effect on intelligence emphasize prevention rather than remediation
-research on early interventions conclude that: -high-quality child care centre-based interventions are associated with increases in children's intelligence and school achievement -the interventions are most successful with poor children and children whose parents have little education -the positive benefits continue through adolescence, but are not as strong as in early childhood -the programs that continue into middle and late childhood have the best long-term results Creating Culture-Fair Tests -culture-fair tests are tests of intelligence that are intended to be free of cultural bias
13. Research found out that children have the highest self-esteem when they perform competently in domains that are important to them. Therefore, it is important that children should be _________
I. Encourage to identify and value areas of competence
II. Challenged to do difficult learning tasks
III. Made to understand that academic competence is the only form of competence
A. I only
B. II and III
C. I and II
D. III only
VIEW ANSWER
Option A
Explanation
Research by Susan Harter discusses how interventions must occur at the level of the causes of self esteem if children’s self esteem is to improve significantly. Children have the highest self esteem when they perform competently in domains that are important to them. Therefore, children should be encouraged to identify and value areas of competence. As an educator we can help guide students to explore their strengths and provide ample opportunities for students to achieve academic success. Success in activities that students deem inportant will help to boost their self esteem. For example, if a student is good in math, you can ask him to help you add up the scores of a test or chart the answers to a group project. Another example is to ask a student to model or demonstrate a solution that was correctly answered in the homework because you felt that she had a clear understanding of the problem and would like for her to share her knowledge with the rest of the class.
14. How should one care for children after a disaster?
A. Encourage children to talk about any disturbing feeling reassuring them that such feelings are normal after a stressful event
B. Discourage children to talk any disturbing feeling for this may only make things worse
C. Do not allow children to retell the events for them not to be reminded of the event
D. Make children understand that a disaster is God’s will and there is nothing we can do about it
VIEW ANSWER
Option A
Explanation
Encourage children to share feelings. Try a simple question such as, “How are you feeling today?” Follow any conversations about the recent event with a favorite story or a family activity to help kids feel more safe and calm.
What can caregivers do to help children when disasters occur?
- Reassure children of their safety and security
- Allow children to retell events and be patient in listening to them
- Encourage children to talk about any disturbing or confusing feelings, reassuring them that such feelings are normal after a stressful event
- Protect children from re-exposure to frightening situations
- Help them make sense of what happened
15. What is the educational implication of the research finding that participation in extracurricular activities is associated with positive academic and psychological outcomes?
I. Schools should organize quality varied extracurricular activities for students
II. Schools should promote a balance of academic and extracurricular activities for its students
III. Students should be encouraged to compensate for their poor academic performance by taking leadership roles in extracurricular activities
A. I and III
B. II and III
C. I and II
D. I only
VIEW ANSWER
Option C
Explanation
Research indicates that participation in extracurricular activities affects students’ academic performance. The data revealed that, according to the students surveyed, playing sports, watching television, and participating in community service improves academic performance, while playing a musical instrument does not improve academic performance. Therefore, it was concluded that extracurricular activities affect academic performance and that the effect depends on the specific activities in which the student is involved.
Along with understanding the benefits of being involved in extra-curricular activities, students and parents may wish to consider how to balance academics and activities to have a positive impact on adolescents.
16. Case A: Teacher X asked her kindergarten pupils to draw the picture of their families. After the activity, she collected the children’s drawing and one of these caught her attention. Madeline’s drawing showed two families, one with a father, and one with just a mother. She interviewed Madeline about her drawing and found that her parents are separated and both already have their own families. Madeline is living with her grandmother. During the lunchbreak; Teacher X shared her discovery with her co-teachers. Was Teacher X’s action acceptable?
A. Yes, other teachers should also know about Madeline
B. No, the information is confidential
C. Yes, it is a way of helping the child
D. No, she should not be biased
VIEW ANSWER
Option B
Explanation
The identity or other information that may reasonably identify the pupil, student or learner shall be kept confidential. (DO 22, s. 2012 - Adoption of the Unique Learner Reference Number)
17. Sunny Kindergarten School has an open admission policy, however, the school administers a diagnostic test during the first two weeks of classes to find out the pupil’s strengths and weaknesses. What is the purpose of this practice?
A. Screen pupils who can proceed to the grades
B. Determined who will be admitted to school
C. Identify those who would be needing special help
D. Suit the lesson to the ability of the pupils
VIEW ANSWER
Option C
Explanation
Diagnostic assessment is used to identify a student'sneeds and abilities and the student's readiness to acquire the knowledge and skills outlined in the curriculum expectations.
18. A classroom environment that fosters learning is for the development of students’ growth mindset. Which is an indicator of a growth mindset?
A. Learners believe that their learning is intelligence is simply an inborn trait and can’t be changed
B. Learners believe they can develop their intelligence over time
C. Learners believe that intelligence is inherited and they have nothing to do with it
D. Learners believe that a favorable home and school learning environment cannot change mindset
VIEW ANSWER
Option B
Explanation
After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
19. In the context of growth mindset, which does/do NOT belong?
I. “Right answer” approach
II. “One-size-fits-all” approach
III. Mistake or a problem is a learning opportunity
A. I and III
B. III only
C. II and III
D. I and II
VIEW ANSWER
Option D
Explanation
It has been shown that individuals with a growth mindset for learning see mistakes as opportunities to learn and improve, whereas for fixed-minded individuals mistakes indicate lack of ability.
20. Which should a teacher have more in class to create growth mindset?
I. Nurturing learners’ sense of independence and self-efficacy
II. Look down on inquiry and theory-building as these time-consuming
III. Not welcome mistakes or problems
A. I only
B. III only
C. II only
D. II and III
VIEW ANSWER
Option A
Explanation
By allowing children to explore and access "supports" in their environment we are providing them the opportunity to develop their Growth Mindset, (a) embrace a challenge, (b) learn from their mistakes, (c) try different strategies, (d) problem solve, and (e) build their self-efficacy (the belief in their own abilities and capabilities) and agency (the knowledge that they are in control of their actions) (Carter, 2010).
A child's strong sense of independence, self-efficacy, and agency (indicators of a GM) can be heard in common toddler statements like: "I can do it"; "I want to do it myself"; "Let me do it".
21. Which should a teacher encourage to build a growth mindset in class?
I. Sense of wonder
II. Inquiry
III. “Right answer” consciousness
A. I only
B. I and II
C. II only
D. I, II and III
VIEW ANSWER
Option B
Explanation
Four child development and early learning milestones (there are many more) as natural opportunities to nurture a growth mindset in early learners: (a) learning to walk, (b) a child's sense of independence, self-efficacy and agency, (c) a child's inquiry (wonders and questions), and (d) school readiness.
22. To create a favorable atmosphere, competition should be avoided at all cost. If there is an element of competition it is _______
I. Part of a game
II. Self-competition against standards set
III. Within the same gender
A. I and II
B. II and III
C. I only
D. I, II and III
VIEW ANSWER
Option B
Explanation
You should only compete with one person: yourself
This perspective is what people mean by healthy competition. The most important part of competing against yourself is the ability to set your own values and metrics. You choose the goals that fit you best, and what you really want to compete on — and what you don’t.
Sometimes you lose ( just like in a game) but you move forward. You might do worse than you did before. Some days, it’s just enough not to take a step backward. And others, when you least expect it, you bound forward.
23. Which is/are characteristics of a culturally responsive teaching?
I. Cross disciplines and cultures to engage learners while respecting their cultural integrity
II. Accommodates the dynamic mix of race, ethnicity, class, gender, region, religion and family that contributes to every student’s cultural identity
III. Presents some cultures to be superior than others to improve inferior cultures
A. I and III
B. III only
C. II only
D. I and II
VIEW ANSWER
Option D
Explanation
“A pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student’s cultural identity. The foundation for this approach lies in theories of intrinsic motivation” (Wlodkowski & Ginsberg, 1995).
Their framework recommends that teachers (1) establish inclusion, (2) develop positive attitudes, (3) enhance meaning, and (4) engender competence. Among the most effective strategies for culturally responsive teaching: discussion groups; writing groups, peer teaching, learning contracts, cooperative groups, projects and problems, narrative evaluations, credit/no credit systems, and student/teacher/parent conferences.
24. If a teacher works on an intrinsic motivation framework to help develop intrinsic motivation among learners, which motivational conditions form apart?
I. Establishing inclusion- creating a learning atmosphere in which students and teachers feel respected by and connected to one another
II. Developing attitude - creating a favorable disposition toward the learning experience through personal relevance and choice
III. Enhancing meaning - creating challenging, thoughtful learning experiences that include student perspectives and values
IV. Engendering competence - creating an understanding
A. I and II
B. I, II and III
C. III and IV
D. I, II, III and IV
VIEW ANSWER
Option D
Explanation
Based on theories of adult learning and intrinsic motivation, and the assumption that learning and culture are inseparable, the Motivational Framework for Culturally Responsive Teaching is a “holistic and systemic representation of four intersecting motivational conditions” that educators can create or enhance: establishing inclusion, developing attitude, enhancing meaning, and engendering competence (Wlodkowski & Ginsberg, 2010, p. 114).
25. At the start of a new term, Teacher Z wants to familiarize students with active research methods. She will use such methods throughout the semester, and she knows from previous experience that many students view research as abstract, irrelevant and oppressive of work. She randomly assigns students to small groups. She encourages them to discuss any previous experiences they may have had in doing their research as well as their expectations and concerns for the course. Each group then shares its experiences, expectation, and concerns and records them on the chalkboard. In this manner, she is able to understand her student’s perspectives and to increase their connection to one another and herself.
Which technique did Teacher Z employ to create a favorable climate?
A. She established inclusion
B. She promised not to make research work oppressive
C. She makes clear that only positive learning experiences should be shared in the group
D. She grouped the students according to ability
VIEW ANSWER
Option A
26. Teacher Z explains that most people are researchers much of the time and she asks the students what they would like to research among themselves. After a lively discussion, the class decides to investigate and predict the amount of sleep some members of the class had the previous night.
How may the intrinsically motivating experiences in the class be described?
I. Students make a choice
II. Students freely discuss among themselves
III. Teachers warns them on difficult researches
A. I only
B. I and II
C. II and III
D. I, II and III
VIEW ANSWER
Option B
Explanation
Intrinsic motivation arises from inside the individual. The teacher need not tell tell them.
27. Increasing latency periods when questioning students helps create a positive learning atmosphere. Which practice contradicts this principle?
A. Quickly give up on a student who is struggling with a response
B. Make a conscious effort to extend the length of wait time before student can give a response
C. Call only on students with hands raised so as not waste time waiting
D. Answer the question yourself if no student can answer your question
VIEW ANSWER
Option A
Explanation
Increasing latency (Kerman et al., 1980) is another technique you can use to communicate that you have positive expectations for a student. Latency is the amount of time that elapses between the moment you give a student a response opportunity and the moment you terminate the response opportunity.
Kerman and colleagues (1980) explain that the amount of time we give to students to answer questions is directly related to the level of expectation we have for them. We give more time to students when we have confidence in their ability to answer a question. Conversely, we give less time to students in whom we have little confidence. When you quickly give up on a student who is struggling with a response, it is clear to everyone in the classroom that you don't expect him or her to come up with the right answer. In addition, when you give up on a student who initially struggles with a response, the student realizes that all he or she needs to do to “get off the hook” is respond to your question with a confused expression or blank
stare. What you will find when you make a conscious effort to extend the length of latency you allow for low-achieving students is that these students will begin to pay more attention, become more actively involved in discussions, and minimize their behavior issues. One thing you can do is ask a teaching peer to observe your instruction and chart the length of the latency periods you are giving each student from the time you ask the question until you move on to another student. It is especially interesting to find out which students get longer latency periods from you.
28. Develop positive classroom pride is one way of creating positive learning climate. Which practice contributes to the development of a positive classroom pride?
I. Display student work
II. Reinforce students verbally
III. Be proud of the class’s achievements
A. I and II
B. I and III
C. II and III
D. I, II and III
VIEW ANSWER
Option D
Explanation
Strategies to Develop Positive Classroom Pride
- Display student work
- Positively reinforce students verbally
- Show off the class’s achievements
- Speak to the accomplishments of all your students
- Be sincere in your pride in your students
- Look for opportunities for students to be proud in all areas
- Develop parental pride in student accomplishments
- Develop pride in improvement in addition to pride in excellence
29. Which is the impact of the following classroom management practices: develop parental pride in student accomplishments; be sincere of your pride in your students; and look for opportunities for students to be proud in all areas?
A. Positive classroom pride
B. Students’ pride and arrogance
C. Students’ feeling of overconfidence
D. Student’s distorted self-image
VIEW ANSWER
Option A
30. To build strong and healthy relationship in class which should be out of the picture?
I. Criticizing
II. Listening
III. Befriending
IV. Blaming
A. I and IV
B. II and III
C. I and II
D. I and III
VIEW ANSWER
Option A
Explanation
Criticizing and blaming do not promote healthy classroom environment.
31. Confucius once said: “All men are pretty much alike; it is only by culture that they are set apart.” Which thought in this quotation contributes to learning environment that is bias free?
I. That all people are basically the same and therefore everyone deserves respect
II. That all people are basically the same; they just differ in the way they live such as dressing, eating, speaking
III. That it is just men, women excluded, who are basically the same
A. I only
B. I and II
C. III only
D. I, II and III
VIEW ANSWER
Option B
Explanation
Statement III is prejudicial. It portrays inequality or bias.
32. An atmosphere that is favorable for learning ensures that what a student learns, how he or she learns it, and how the students demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning. Which instruction is referred to?
A. Differential
B. Differing
C. Differentiated
D. Different
VIEW ANSWER
Option C
Explanation
Differentiated instruction is an approach to teaching in which educators actively plan and adjust for students’ differences so that instruction suits and supports all students’ strengths and needs. It is the process of ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning. There can be differentiation of content, process, product, and learning environment.
33. In a favorable learning environment, which competition promotes learning?
A. Between boys and girls
B. Within members of the same gender
C. For academic honors
D. Against standards set
VIEW ANSWER
Option C
Explanation
Healthy competition is a competition against oneself (against one’s standards set) You should only compete with one person: yourself
This perspective is what people mean by healthy competition. The most important part of competing against yourself is the ability to set your own values and metrics. You choose the goals that fit you best, and what you really want to compete on — and what you don’t.
Sometimes you lose ( just like in a game) but you move forward. You might do worse than you did before. Some days, it’s just enough not to take a step backward. And others, when you least expect it, you bound forward.
In short, do not compete for academic honors alone or else you would be competing with others. Rather compete with yourself and set your standards on reaching that goal of academic excellence.
34. For a positive learning environment it is good to make clear that an individual’s beliefs and activities should be understood by others in terms of that individual’s own culture. Which concept is explained?
A. Ethical relativism
B. Individual differences
C. Cultural relativism
D. Cultural sensitivity
VIEW ANSWER
Option C
Explanation
Cultural relativism is the idea that a person's beliefs, values, and practices should be understood based on that person's own culture, rather than judged against the criteria of another.
35. Gender stereotypes do not contribute to a positive learning atmosphere. The following are proofs of gender stereotype in class EXCEPT _______
A. Boys are asked to solve word problems because they are “naturally” good at math
B. Girls help with the cleaning up of the classroom as they are expected to be more inclined to do housework
C. Girls and boys do the same activities in the Subject Edukasyong Pantahanan at Pangkabuhayan
D. Girls are encouraged to be soft spoken and home bound playing with dolls and kitchen toys while boys are encouraged to be aggressive by playing outside with cars and guns
VIEW ANSWER
Option C
Explanation
Gender stereotypes are preconceived ideas whereby females and males are arbitrarily assigned characteristics and roles determined and limited by their gender. Only option C do not portray stereotyping since it views boys and girls as equals.
36. For a favorable learning climate, ethnocentrism should be out of the picture. What does this mean?
A. Learners should be discouraged from competing against one another
B. No one should think that he/she is better than other individuals for reasons based solely on his/her inheritance
C. Impress on the learners’ minds that some people are better or worse than them through no fault of their own
D. No one should accept that other’s culture is better than his/hers
VIEW ANSWER
Option B
Explanation
Ethnocentrism is defined as a belief in the superiority of one’s own group. For a favorable learning climate, no one should think that he/she is better or superior than others.
37. One group of four students was making sounds in the room while Teacher B was grading papers during silent reading. He did not know which group was making the sounds, so he warned the students that they would be inside for recess if it went on. The offending students knew he did not know who it was, so they kept it up to test the waters. Mr. B announce to the entire class that if he heard noises one more time, the whole class would be in for recess, regardless of who it was. The other students were very upset, and one expressed, “That’s not fair”. Was Teacher B’s decision fair?
A. Yes, because the class seemed not to have cooperated to stop the misbehavior
B. Yes, to give a lesson to all
C. No, it was unfair to punish the whole class for the misdemeanor of one
D. No, but that was the only way to show to the class he means business
VIEW ANSWER
Option C
Explanation
Collective punishment is not allowed. If the statement only means to threaten, still it is not allowed. It is a form of negative discipline.
38. Prof. A taught her Mathematics class about addition of fractions. She administered as assessment tool to give her feedback so she can help the students learn more. Whar form of assessment was given?
A. Summative
B. Formative
C. Peer
D. Self
VIEW ANSWER
Option B
Explanation
Formative assessment has a developmental purpose and is designed to help learners learn more effectively by giving them feedback on their performance and on how it can be improved and/or maintained (QAA, 2006, p35).
39. The class of Mr. San Juan was asked to provide feedback on each other’s learning. Which form of assessment was used?
A. Summative
B. Formative
C. Peer
D. Self
VIEW ANSWER
Option C
Explanation
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
40. The TLE class of Prof. Bellin was taught on how to take measurement for a pair of pants. An assessment was administered by Prof. Bellin to express judgment on the student’s skill on measurement of pants. What form of assessment was administered?
A. Performance
B. Formative
C. Peer
D. Self
VIEW ANSWER
Option A
Explanation
Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list.
41. The class of Miss Reyes belongs to a fast learners’ group. She gave activities for each to develop personal responsibility. Which activity was utilized?
A. Independent learning
B. Cooperative learning
C. Competitive learning
D. Evaluative learning
VIEW ANSWER
Option A
Explanation
Independent learning is when students take responsibility for their own learning. An independent learner will tend to be self-directed and self reliant. They are aware of their own strengths as learners and areas of weakness. They connect the learning within the classroom to the real world and can set their own goals. They tend to be intrinsically motivated by making progress in learning and can reflect on their own progress.
42. After the students have been exposed to the activities, they were asked to evaluate their own learning with the use of a scoring rubric. What evaluation tool was used?
A. Peer
B. Self
C. Formative
D. Summative
VIEW ANSWER
Option B
Explanation
Self-evaluation is looking at your own progress, development and learning to determine what has improved and what areas still need improvement.
43. A test was given to the students by Mr. Lapid to determine what the students already know about the subject before he taught. Which did he give?
A. Peer
B. Self
C. Pretest
D. Posttest
VIEW ANSWER
Option C
Explanation
A pretest is a preliminary test administered to determine a student's baseline knowledge or preparedness for an educational experience or course of study.
44. Mrs. Dy is doing an assessment of learning. Which of the following questions would she likely consider?
A. Have the students already achieved the intended outcomes?
B. Do the students have the prerequisite skills?
C. Which tasks are students handling satisfactorily?
D. What grade should I assign to each student?
VIEW ANSWER
Option D
Explanation
Option D is an assessment of learning. Options A and B are assessment as learning. Option C is an assessment for learning.
45. What does an achievement test measure?
A. Capacity for future learning
B. Educational and vocational aptitude
C. Quality and quantity of previous learning
D. Quality and quantity of previous teaching
VIEW ANSWER
Option C
Explanation
Any test that is intended by its developer to reflect the amount of learning that has occurred in the past can be considered an achievement test
46. Miss Eugenio would like to cover a wide variety of objectives in the quarterly examination in her English class lesson on subject-verb agreement. Which of the following types of test is the most appropriate?
A. True-False
B. Multiple choice
C. Matching
D. Essay
VIEW ANSWER
Option B
Explanation
Multiple choice questions have several advantages. They lend themselves to covering a broad range of content and assessing a wide variety of learning objectives.
47. Which purpose of evaluation distinguishes it from measurement?
A. Determine the effectiveness of the teacher’s teaching.
B. Compare individual’s performance with national standards
C. Determine the extent of relative attainment of moral and ethical values.
D. Interpret measured performance in terms of certain criteria of acceptability and adequacy.
VIEW ANSWER
Option D
Explanation
Broadly conceived, classroom assessment involves two major types of activities: collecting information about how much knowledge and skill students have learned (measurement) and making judgments about the adequacy or acceptability of each student's level of learning (evaluation).
48. Prof. de Leon plans to do assessment FOR learning, then she should plan how to _______.
I. Provide feedback to help students improve their work
II. Certify students’ achievement
III. Assess strengths and weaknesses of students
IV. Align instruction to learning needs of students
A. I, II and III only
B. I, II and IV only
C. I, III and IV only
D. II, III and IV only
VIEW ANSWER
Option C
49. Who among the teachers below did a diagnostic assessment?
A. Miss Lopez who administered an achievement test to the Grade 7 students
B. Mr. Verdadero who gave a quiz before starting the next chapter on Psychology
C. Mr. Agarpao who gave a journal writing activity immediately after discussion to determine the outcome of instruction
D. Mrs. Bayang who gave a 10- item test to find out the specific concepts in which the students are encountering difficulty.
VIEW ANSWER
Option D
Explanation
Diagnostic assessment is done to find out the difficulty which the student is encountering and to assist the student to cope with the said difficulty.
50. What should Dr. Mina do to ensure the suitability of her assessment tool?
A. Provide more items with similar content.
B. Pay attention to scoring procedures.
C. Match test items to instructional objectives.
D. Make the test instruction clear.
VIEW ANSWER
Option C
Explanation
Aligning the objectives of the assessment and the instrument A key element when choosing a learning assessment instrument is its suitability for the objectives of the assessment. This alignment is crucial because it affects the usefulness of the information to be obtained. If the alignment is low, the assessment results will yield little or limited information (Center for Assessment and Research, James Madison University, 2014). Therefore the instrument’s purpose, content and target population must be reviewed to ensure that they are aligned to the assessment’s purpose
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