PTK Practice Tests

If a school wanted to compare how its students were doing with respect to students in other schools, what kind of assessment would be MOST appropriate? A. Norm-referenced test B. Criterion-referenced test C. Performance assessment D. Portfolio

A. A norm-referenced test is designed to give a percentile score that places each student on a continuum of 1 to 99+. The other assessments are difficult to use to compare large groups of students.

A third grade student struggles spelling even basic words. Her parents have come to the autumn parent-teacher conference and discussed the student's previous school experiences and their concerns about her lack of progress in spelling. How should her teacher respond? A. Inform them that she will consult the Special Education teacher to see if the student's difficulties may warrant testing for learning disabilities. B. Explain to the parents that many children have spelling difficulties that they outgrow as they become better readers. C. Suggest that the parents spend more time practicing the spelling of basic words at home with the student. D. Explain that she will create a plan to help the student memorize the spelling of basic words.

A. A primary-level teacher should know where spelling difficulties often originate, and he or she should feel comfortable consulting the Special Education staff about a student whose parents are concerned. Although the student could outgrow her spelling difficulties, poor spelling is an indicator of other learning disabilities, so it should not be ignored. Creating an impromptu plan for "fixing" the student's spelling difficulties may not address underlying problems.

Which type of material is MOST easily memorized? A. Knowledge-based B. Application-based C. Synthesis-based D. Evaluation-based

A. Knowledge-based material requires recall and frequently includes information that must be memorized. An example would be to state the definition of a planet.

Suppose your objective for a lesson is "The student will demonstrate an ability to differentiate among igneous, sedimentary, and metamorphic rocks." Which of the following is the BEST activity for introducing students to the attributes of each type of rock? A. Students examine rocks belonging to each group and identify the similarities and differences. The activity is followed by a group discussion in which the teacher brings out the important characteristics of each type. B. The teacher writes a list of different types of rocks on the chalkboard and talks about the differences. C. Students take a field trip to a local park and find examples of each type of rock. This activity is followed by having the students make bulletin boards about igneous, sedimentary, and metamorphic rocks. D. Students go to the library and look up the various kinds of rocks, making a chart of the important characteristics of each type. This activity is followed by a film that reinforces the concepts.

A. Students learn best when they are actively involved. Choice B is too passive; the teacher will be more involved than the students. Choice C is better for a follow-up or assessment activity after an introduction. Choice D is missing an important piece of the lesson—actual rocks.

During a lesson, a teacher notices a student quietly folding a paper airplane rather than paying attention or participating. The MOST appropriate action to regain the student's attention would be A. moving to stand near the student. B. telling the student to pay attention. C. sending the student out of the room. D. giving the student a time out.

A. The student is not yet disrupting class or disturbing other students. Unless the problem escalates, proximity should properly indicate that you have noticed the misbehavior, and cause it to cease. Disrupting the lesson by using choices B, C, or D is not yet necessary.

Which of the following would be the MOST relevant homework assignment for a lesson on the structure of a rain forest? A. Create a cluster diagram in class labeled "Layers of the rain forest" in the center and with the four rainforest layers as main ideas. Ask students to fill in details and examples at home. B. Divide students into groups. Have each group research a country that has a rain forest within its borders and collaboratively write a report to share with the class. C. Have each student search their home for items that came from the rain forest and bring these items to class for show-and-tell. D. Have students do Internet research on the burning of the rain forest, its causes and results.

A. This graphic organizer focuses on the structure of the rain forest and helps students organize the lesson material. Choice B asks for reports on nations that contain rain forest, not on rain forests themselves. Choice C is irrelevant because items from the rain forest tell nothing about its structure. This activity might be useful to engage students' interest when the topic of rain forests in general is first introduced. Choice D is irrelevant because it does not address the structure of the rain forest.

Which question below is MOST likely to generate the widest range of answers and discussions among students? A. Why would the author have ended the book this way? B. Which of these three books is your favorite? C. What is the main character's worst flaw? D. How did the narrator help the story?

A. This question allows for both a wide range of answers and discussion of those answers. The discussion is likely to be interesting because there are so many possible answers to the question. The remaining answer choices have a limited range of answers. Discussion may peter out more quickly because many students may share the same answer and reasoning. "Why" questions tend to be the most open-ended.

A teacher is planning a lesson for a unit on the portion of the Seven Years War fought in North America between England and France, known to Americans as the French and Indian War. The lesson's main goal is to show the relative strengths and weaknesses of English and French forces in North America. Which of the following aids would be MOST useful for reaching that goal? A. Maps showing which parts of North America each nation controlled at the start of the war B. A comparison/contrast chart for students to fill in as they work through the unit C. A timeline showing major events before, during, and after the fighting D. Projected or online facsimiles of original documents, letters, and diaries

B. A chart of this type helps students focus on similarities and differences as they study. Maps, timelines, and facsimiles of primary materials are all standard materials for teaching history, but they do not directly support the comparison and contract processes.

What kind of information can be gathered using a formative student assessment? A. A reliable performance grade B. Patterns of student errors C. A ranking of students based on learning D. A comparison of student achievement to grade-level norms

B. A formative assessment is designed to give immediate evidence of student learning and is not used to grade or evaluate students.

The reports that schools and parents receive when their students take norm-referenced standardized tests include the student's percentile ranking for each skill or subject areas tested. A percentile rank is the percent of A. questions that the student answered correctly in each area of the test. B. students from the sample group who scored less than or equal to the student. C. students from the sample group who scored more than the student. D. questions answered correctly by students in the same school.

B. A percentile rank compares a given student to the sample group by showing how many people in the sample group scored worse than or equal to the student. Scoring in the 70th percentile means that a student scored higher than 70% of the students in the sample group. The 50th percentile is considered "average" on a norm-referenced test. The percentile rank is not the same as the percent of questions answered correctly on the test.

Which teaching plan is the BEST way to begin a mathematics class? A. Go over the homework B. Begin a simple activity C. Discuss the new vocabulary D. Have students ask questions

B. A simple warm-up activity allows the students to transition their thinking to mathematics. It has the added benefits of giving students a review, preview, or extension activity and giving the teacher an opportunity to check in with students and recognize individual difficulties that may appear while students do the warm up.

A student comes to you and says, "I just can't do math. My dad can't either. I don't have that kind of brain. I just don't get it." Which of the following is the BEST response to this situation? A. Ease up on the student, and provide successful experiences to enhance what that student does know. B. Offer additional help and explain that you will pinpoint the areas that are causing problems and work through them. C. Tell the student you will meet with his parents to discuss the situation. D. Point out that everyone has strengths and weaknesses.

B. All students should be accountable. It insults students when the teacher assumes they cannot learn and gives them an excuse to avoid a challenge.

Which of the following statements, when used to begin a lesson on the respiratory system, encourages meaningful student participation? A. "Today we are going to learn about the respiratory system." B. "Take a deep breath and pay attention to how it feels to breathe deeply." C. "All mammals breathe; we're going to learn about breathing today." D. "You breathe all day every day. Do you know how breathing works?"

B. Beginning a lesson with overt or covert participation is effective in helping students focus and absorb material. Choice B gives students a specific task, focusing their minds on the topic. Choices A and C are passively received by the listener and do not give the student a task to help them participate. Choice D is shallow and if absorbed by the students at all, can be dismissed with a yes or no answer.

Which of the following approaches would be the MOST effective introduction to a lesson on quadrilaterals? A. Explain the difference between regular and irregular quadrilaterals. B. Give students examples and non-examples of a quadrilateral. C. Discuss the etymology of "quadrilateral". D. Have students use the term in a sentence.

B. By comparing and contrasting students are able to develop the definition and generalize to new examples, thus truly understanding the term on a conceptual level. None of the other choices is an appropriate introductory exercise.

Which of the following statements will require students to analyze what they are working on? A. "How many of the following ..." B. "What are the main features of ..." C. "What would you suggest for ..." D. "Retell in your own way..."

B. Choice B requires students to divide something into its constituents, the heart of analysis. Choice A calls for basic knowledge. Choice C invites a kind of evaluation plus generating options. Choice D requires comprehension.

A ninth-grade teacher plans to teach his students how to use latitude and longitude to locate places on a map. He wants to build upon students' prior knowledge, so which of the following would be MOST logical to link with lessons on latitude and longitude? A. Using a local map to find places they know. B. Graphing ordered pairs on a coordinate plane. C. Relating finding places to a scavenger hunt. D. Explaining how early explorers figured out where they were going.

B. Finding a specific location using its latitude and longitude is the same concept as plotting points using ordered pairs in math. By ninth grade, students have generally mastered this skill, so it is convenient and pertinent prior knowledge. Choice D would be pertinent, but is less likely to be common prior knowledge. The other two answer choices are not useful for prior knowledge links specifically to latitude and longitude.

One of your students is habitually late to class. He arrives without his books and seldom has his homework. In class, he answers without raising his hand and his comments are typically sarcastic. You have already assigned him to detention, but you are not getting the results you want. Which of the following actions should be taken next? A. Move his seat right next to your desk where you can constantly correct his negative behavior. B. Set up a parent conference and include the student. Ask an administrator to sit in. Create a list of changes you expect, addressing especially his verbal misconduct. C. Tell your administrator that there is a personality conflict with this student. Ask to have his class changed. D. Tell the student in private that he is responsible for his actions. Consequently, he will fail your class and continue to get detention for disrupting your class.

B. If you continue to comment on this student's outbursts, you are actually reinforcing his negative behavior. A parent conference with the student and another administrator will make the student realize that his actions are detrimental. The consequences should be clearly defined. By having a parent and administrator present, everyone knows what the consequences will be if the student does not correct his actions. Choice D seems reasonable. Chances are the student may fail your class, but the best action is to involve the parents and the administrator.

In order to use an inductive sequence for teaching about World War II, which of the following would be the BEST way for a class to work? A. Arrange events, persons, and groups along a timeline leading up to and through the war. B. Examine events leading up to the war and develop a general model of world war in the process. C. Learn a model of world warfare and examine how World War II fits into the model. D. Examine how different persons, groups, and events contributed to the war.

B. Induction is the process of building a general model. Choice C is deduction. Choices A and D are interesting and potentially valuable—either might fit into a general model—but neither one is inductive or deductive.

A teacher is conducting a lesson on the Industrial Revolution and the significant changes in methods of transportation and travel during that time. After being called on, a student asks why steam engines are not used in cars today. The teacher should A. take the teachable moment when a student expresses an interest and contrast the steam powered engine to car engines of today. B. acknowledge the question as interesting, yet ask the student to wait until later for the class to travel that thread of thinking. C. ask the student to stay on task. D. assign the student the responsibility to go to the library and report back to the class.

B. It is important to maintain continuity and not digress from the teaching objective, yet the student's question is germane to the big picture of industrial progress so it should be honored as good thinking. Asking the student to go to the library could be misinterpreted by the students as punishment for asking a question. The entire class or the teacher should be involved in the task rather than assigning an extra task for an interested student.

While observing an experienced teacher you notice that every time a student answers a question correctly, the teacher asks the entire class a new question, frequently related to the previous one, but sometimes pushing the students in a different direction. Which of the following is the MOST compelling reason a teacher might do this? A. There is a lot to cover, and no time to waste. B. Maintaining momentum is an important key to facilitating group attention. C. The students need to be pushed. D. A teacher asks questions to facilitate student thinking.

B. Pacing and momentum are very important when teaching groups. The teacher wants to make sure that all students are engaged while also making sure to cover the necessary content.

Two students work together to prepare visual aids that illustrate the major waves of immigration to the United States. The activity satisfies which of the following learning objectives? A. Analyzing cause and effect. B. Communicating in suitable ways. C. Providing adequate support for claims. D. Making inferences.

B. Preparing visual aids necessarily engages students in thinking about what's suitable for the content, purpose, and audience. Their content may or may not require analyzing for cause and effect, for making claims, or making inferences.

What must a teacher ascertain before designing a unit on the relationships between decimals, fractions, and percentages? A. Which of her students are most likely to have problems understanding number relationships B. What students already know about decimals, fractions, and percentages C. What kind of help is available to students from people outside the classroom D. Which part of unit will be the most interesting for students

B. Prior learning always influences new learning. Student interest is important, but an awareness of student interest is not a prerequisite to effective teaching.

A science teacher wants to introduce the concept of parasitism among animal species. She begins by describing several parasitic relationships between animal species. She then asks students to identify what is similar and different about these pairs, with the goal of determining the essential attributes of the relationships. What kind of instructional approach is she using? A. Deductive B. Inductive C. Socratic D. Synectic

B. She is asking students to generalize based on specifics. A teacher using a deductive approach would first give students a definition or rule, and then ask them to apply it to specifics. Synectics is a teaching model that encourages students to see old ideas in new ways. The Socratic approach involves asking students a series of questions designed to guide them toward understanding a concept.

Consider the following two questions a teacher might ask a high school social studies class. I: According to our textbook, what does the public welfare system do to solve the problems of poverty? II: What are some ways our country might solve the problems of poverty? Which of the following best describes the differences between these questions? A. I invites more critical thinking than II. B. II invites more divergent thinking than I. C. II is closed-ended and I is open-ended. D. I invites more divergent thinking than II.

B. This question is a matter of relative convergence and divergence. Question I converges on the textbook; that is, good answers will stick to what the textbook says. Question II allows for answers that may draw on sources other than the textbook. Both questions are open-ended.

A student is returning to school after being hospitalized for three months. Which accommodations should a teacher consider? A. Relaxing behavior standards. B. Giving additional time to complete assigned work. C. Assigning another student to assist the returning student with classroom work. D. Lowering performance accuracy standards temporarily.

B. Time to complete work is typically the most important accommodation needed after a long absence. Most students who have been absent realize they will have adjustments to make and their classmates realize this as well. Lowering expectations for in-class behavior or performance does not help the student progress. Assigning another student to help only slows the student's recovery, and is unnecessary if extra time is granted for completion of assignments.

What is the BEST method for reinforcing the proper use of the pronoun "me "? A. Have students write a paragraph in which students discuss themselves, using the word me at least 10 times. B. Give students a structured worksheet that has sentences with a blank to be filled in by me or I. C. Use an oral practice exercise, in which students sit with a partner and each make up ten sentences that use me properly. D. Correct students whenever they use me improperly in class.

B. To reinforce newly learned material, students are most successful when practicing in a highly structured way. Therefore, the correct answer is B. The sentences can force the students to practice using the pronoun in a variety of sentence situations, which may not happen in any of the other three practice scenarios. Also, the worksheet only practices the concept learned.

Which of the following is the MOST effective way to focus students' attention? A. Hand out a list of rules that will apply in the classroom. B. Give an ungraded quiz on the most important content. C. Use a visual aid that portrays main points. D. Have students choose study group partners.

C. A good visual aid portraying more than one point can be a focal point for a presentation that goes on for an extended time, say 10 to 15 minutes. It encourages everyone to pay attention to the same thing at the same time. A list, as in choice A, might be useful but is less effective in concentrating attention. Choice B is incorrect because students are less likely to pay attention to a quiz that they know does not count. Forming study groups may be counterproductive, as students are likely to forms groups with friends and be inclined to socialize.

A seventh grade class has just finished reading two novels. Which graphic organizer would be most appropriate to compare and contrast the two novels in an essay? A. T-chart B. Story map C. Outline D. Venn diagram

D. A Venn diagram is the most useful graphic organizer for comparing and contrasting information. When students work in small groups, deciding where to put information in the Venn diagram stimulates discussion. It gives them a visual representation of what is in common and what is not, which is very useful to students as they organize their thoughts for a writing assignment. Making an outline would be a useful follow-up to the Venn diagram, but it does not help most students sort the information into categories.

Ms. Brown has just taught a lesson on the major battles of the Civil War. Which of the following student activities would demonstrate mastery of the material? A. Students choose a Civil War general and write a report about him. B. Students write a fictional account of a young soldier in the war. C. Students write an essay entitled "The Worst Battle of the Civil War." D. Students make a detailed timeline of the war.

D. A timeline would name the battles and arrange them in chronological order, which would provide a graphic organizer to frame students' knowledge. They would then demonstrate more mastery by filling in the details. Choice A would demonstrate knowledge only of the events in the life of one general. Choice B could be fulfilled with little knowledge of actual battles, instead using imagination to create a picture of a young soldier's experiences. Choice C would demonstrate knowledge only of one battle.

When students cannot transfer a concept from the classroom to other settings the most common reason is A. irrelevance of the concept to their lives. B. inattention during key lessons. C. hostile attitudes toward school. D. insufficient practice with transferring it.

D. According to researchers, most people do not transfer what they learn unless they are encouraged or required to do so.

Why should a teacher always spend time explaining classroom rules during the first few days of class? A. To allow more relaxed and friendly conditions to evolve later. B. To establish authority. C. To give students a chance to participate in making the rules. D. To establish clear expectations for performance and behavior.

D. Students benefit from clear, firm guidelines from the outset. The rules should be changed only when necessary, not casually or according to student demands, as implied in choices A and C.

A state's annual report on statewide student performance on mandated standardized tests includes a section in which the data is broken down by socioeconomic status. This data is A. disaggregated. B. biased. C. invalid. D. comprehensive.

A. "Disaggregated" means separated into parts. Breaking a set of data down into parts does not make it biased or invalid.

Which statement below is the BEST example of a behavioral objective? A. The students will contrast immigration patterns in the late 1800s with current immigration patterns in the United States. B. The students will learn what groups of people immigrated to the United States in the late 1800s. C. The students will understand the struggles of immigrant groups in the United States. D. The students will study the reaction of established groups of Americans to the flood of immigrants in the late 1800s.

A. A behavioral objective should contain an action verb that can be measured to determine if students have accomplished the objective. The verbs in the other answer choices are difficult, if not impossible, to measure.

A reliable test A. yields consistent results. B. is accurate. C. is free of bias. D. is valid.

A. A reliable test must simply produce consistent results. A test must be reliable to be considered valid, but valid tests are not automatically reliable as well.

What statistical calculations are required when converting from a raw to a standard score? A. Mean and standard deviation B. Median and standard deviation C. Mean and interquartile range D. Mean and standard error

A. A standard score is calculated using the raw score, the distance from the mean, and the standard deviation of the distribution.

Correctly listing all 50 states of the United States of America and their capitals involves which type of thinking skill? A. Knowledge B. Application C. Synthesis D. Comprehension

A. According to Bloom's taxonomy, learning to list states and capitals involves knowledge, a lower-order thinking skill. All other answers are higher-order thinking skills.

Which of the following is a stem for questions or directions that will lead students to apply what they have learned? A. "How is _____ related to _____?" B. "What ideas can you add to _____?" C. "Do you agree that g_____?" D. "What supports the opinion _____?"

A. Application typically requires the ability to transfer learning into a new situation. In turn, the act of transferring requires operating with the relationships between situations. Choice B invokes a type of elaboration or synthesis. Choices C and D aim at evaluation.

The interquartile range of a data set A. describes how spread out the middle of the data is. B. gives the average distance of the scores from the median. C. shows the variability of scores in adjoining quartiles. D. reports the range of scores in each quartile.

A. By definition, the interquartile range is the first quartile subtracted from the third quartile (the medians of the "top" and "bottom" halves of a set of data that is, itself, divided at the median).

How should a teacher reinforce the "Be prepared and ready to work on time" rule in class? A. Stand outside the classroom with the door open for the students. A few seconds before the second bell rings, rush into class with a backpack and make a big show of being late. Afterwards, talk with the students about the rule for being ready on time. B. Call on the student who is last to his or her desk to stand up and read the class rules aloud. Then ask the student which rule he or she has just broken. C. Write down the names of the students who are not in their seats on time. Put their names on the board with a note that says ?5 minute recess penalty.? D. Give the students a journal-writing prompt to write about the importance of being ready to work on time.

A. By showing the students how disruptive their tardy behavior is, and following the example with a discussion of why the rule is important, a teacher is most likely to change their behavior. Journal writing (choice D) may be effective if it is combined with a discussion about the problem, but it must be linked to the behavior that the teacher wants to change. The other two choices are consequences, not methods of re-teaching the "Be prepared and ready to work on time" rule.

Which of the following knowledge units is a rule relationship? A. Prime numbers are only divisible by themselves and one. B. The rock cycle is the process by which rocks are broken down and re-formed. C. Through photosynthesis, plants convert sunlight into energy. D. Movement around the classroom should be minimized during class time.

A. Choice A is a rule that all prime numbers must follow in order to be classified as prime. Choices B and C are concepts. Choice D is a behavioral rule, not a knowledge rule.

Which of the following sets of verbs is best suited to assessment of how well students can evaluate a body of content? A. Interpret, justify, support B. Categorize, sort, subdivide C. Match, define, identify D. Show, prepare, produce

A. Choice B calls for analysis; Choice C for basic comprehension; and choice D for synthesis.

In order to gain your students' respect, which of the following would you MOST want to establish about yourself from the beginning? A. Your subject matter knowledge and your expectation that students can learn from you. B. Your educational background and professional credentials. C. Your positive experiences with previous classes. D. Your enthusiasm for teaching.

A. Competence in the subject matter and having high expectations for students are highly respected teacher qualities. Students are unlikely to respect a teacher simply because he or she is well educated or claims to have been well liked in the past. Choice D is incorrect because, while enthusiasm is appreciated, it matters less than competence.

Which of the following strategies is useful when a student is in the acquisition stage of learning? A. The teacher demonstrates the target skill. B. The student has frequent opportunities to drill. C. The student gets periodic opportunities to review. D. The student gets opportunities to practice the skill in a new setting.

A. Demonstrating the skill is a way of introducing it. Choice B should occur in the fluency stage, choice C in the generalization stage, and choice D in the adaptation stage.

Which of the following practices is an essential component of a good homework policy? A. Make expectations known and set clear consequences for missing assignments. B. Demonstrate enthusiasm for homework assignments to effect the same response from the students. C. Help students customize assignments so they stay challenged and engaged. D. Let students know they can each have only one deadline extension per semester.

A. Expectations must be perfectly clear and the teacher must follow through on the consequences when expectations are not met. Choice B focuses on style, not substance. Choices C and D will give students the impression they can avoid doing exactly what the teacher asks of them.

When planning how students will practice correct spelling of the words "there," "their," and "they're," which of the following is the BEST pattern? A. Practice frequently at first, spread out practice after that. B. Begin with few repetitions and then build up the speed and number of examples. C. Use a flexible schedule during at least the first five days. D. Practice the same number of times and increase speed.

A. Frequent initial practice helps people to acquire a skill and develop frequency with it. Further practice aids retention. Choices B and D risk not getting the skill established and having students practice mistakes later on.

How should students involved in a group project be graded? A. Each group member should be given individual grades based on his or her performance in the group. B. Each group member should receive the same grade. C. Each group member should be given a set of grading criteria and asked to assign grades to his or her peers. D. Each group member should be provided with a detailed written evaluation, but no numeric or letter grade.

A. Holding each student accountable for his or her work ensures the highest level of group participation. Assigning the whole group a single grade may unfairly reward or penalize some students. Asking students to rate each other can help uncover participation issues in the group, but it is not a wise grading practice. A detailed written evaluation should accompany a grade, but it is not a substitute for one.

A fifth-grade student has just finished a three-week unit on the American Revolution in social studies. Which strategy would be BEST to use to culminate the unit? A. Give a free-response test on the "big ideas" of the unit and have students choose a project from a list of eight projects. B. Have students design a project that shows what they have learned about the American Revolution. C. Give a multiple-choice test that emphasizes remembering people, places, and dates of the American Revolution. D. Read a short story that is set during the American Revolution to tie the social studies and language arts curricula together.

A. In order to know whether the learning objectives of the unit have been met, the objectives must be measured. A test on the major concepts of the American Revolution achieves that goal. The project, from a limited number of choices that relate to the objectives, gives students another way to show what they have learned. Choice B is too free-form, and students may not show that they have met the learning objectives for the unit. Choice D is an excellent way to tie the subjects together, but it is not a culminating activity that shows what students have learned.

Which of the following is an example of an inductive sequence? A. The class studies several totalitarian regimes and develops a list of general rules that apply to all dictatorships. B. The class traces the step-by-step process through which totalitarian regimes come to power. C. The class focuses on the lives of several famous dictators and how they came to power. D. The class learns a general model of totalitarian government and then applies it to various regimes to see if they fit the definition.

A. Inductive reasoning involves deriving a rule based on examples. Choice D is the opposite, deductive reasoning, in which a specific rule is applied to an example. There is nothing necessarily deductive or inductive about B and C.

Which of the following techniques is MOST effective when leading whole class discussions? A. First present a question, then call on a student. B. Call on a student, then present a question. C. Almost always repeat a student's response. D. Establish a clear pattern for calling on students.

A. Presenting the question before calling on a student helps keep the entire class engaged since many students will not think about the question if they will not be asked to respond. For this reason choices B and D are not effective choices. Habitually repeating or even upgrading a response discourages other students from listening to their peers.

What would be the BEST response when a student repeatedly interrupts a question-answer exercise with inappropriate jokes that distract from the exercise? A. Tell the student not to speak unless giving an appropriate response and set a consequence for further misbehavior. B. Recognize that the student's disruption stems from a need for more attention, and call on the student more often. C. Ask the misbehaving student to explain why the inappropriate response was funny or worthwhile in a classroom setting. D. Say, "That was funny, but let's save those jokes for after class."

A. Setting a consequence for further bad behavior is the best way to deal with students who otherwise would continue to misbehave. The other answers either reinforce the bad behavior, or do not provide enough of a consequence for continued bad behavior.

Which activity below would give second-grade students the best practice discriminating between mammals and non-mammals? A. Bring cut-out pictures of mammals and non-mammals to class, and have students sort them into "mammal" and "non-mammal" piles one at a time. B. Compare mammals (such as dolphins) found in the ocean with fish (non-mammals) found in the ocean. C. Investigate one mammal and one non-mammal more extensively for a class book. D. Watch a video about the animals, mammal and non-mammal, that live in their state or region.

A. Since the objective is for the students to practice discriminating between mammals and non-mammals, they need to look at many animals and decide in which they category they belong. Choice A is the only activity that provides exposure to a large number of "practice problems." Choice C may be a useful activity for the students to learn more about mammals and non-mammals, but it does not offer as much practice opportunity as A. Choice B does allow for some comparison, but it limits the environment and the animals to be compared, thereby hindering its overall effectiveness.

What should a teacher do when a student gives an incorrect response during a question-and-answer group session? A. Say, "Let me put it another way," and rephrase the question. B. Ask another student to tell the first student what his mistake was. C. Ask the student to explain how he arrived at his answer. D. Say, "Interesting idea," then ask a different student the same question.

A. Strategic rephrasing involves breaking down the question into smaller chunks or laying emphasis on key ideas to help the student think it through for himself. It's also an inoffensive way to tell a student to think some more. Choice B puts both students involved in an awkward position. Choice C is not a productive use of class time during a group activity and choice D does not provide the student with any informative feedback.

Which strategy should a teacher impart to students to help them reduce their test-taking anxiety? A. Work through easier problems before tackling harder problems. B. Study a great deal the last three days before the test. C. Complete the review assignments for the test without any help. D. Picture getting the test back with a high grade on it.

A. Students who are anxious can build confidence on tests by completing easier problems first, then working on harder problems. Studying and completing review assignments helps students be prepared, but many anxious students do not find that preparation alleviates their anxiety. Positive visualization is not powerful enough to overcome many students' anxiety.

Which of the following phrases BEST completes the following sentence? "Vocabulary should be taught... A. in every subject area in order for students to master the subject matter." B. by giving students vocabulary lists to memorize every week." C. as a separate subject area." D. by the English department faculty because they are experts in teaching words."

A. The English department cannot possibly teach all of the vocabulary intrinsic to a particular subject. Rather than expecting students to memorize vocabulary, it is more effective to help "hook" the words to vocabulary words students already know and to use those words in context both in class and in homework. Choice C implies that more focused attention would lead to better student vocabularies, but vocabulary study without context is rarely retained.

Given the following set of scores on a standardized test, which choice most closely approximates the difference between the mean and median of the set- 89, 65, 77, 93, 80, 87, 79 A. 1 B. 3 C. 28 D. 80

A. The mean of the data is 81.43 and the median is 80. The difference between them is 1.43, which is closer to 1. Choice C is the range of scores and D is the median.

The faculty adviser to a student website is training students to use photo processing software. What should the adviser plan to do after students have successfully tried the basic skills of importing an image file and saving it in an appropriate format for use on the web? A. Have students practice the skills until they meet a predetermined standard of quickness and accuracy. B. Learn how to upload the images to the web server without losing quality. C. Find out how much students already know about website development and transferring photos to websites. D. Explain how to do basic photo manipulations in the software program.

A. The students have acquired a skill, and the next steps should be to build fluency. Fluency is a combination of speed and accuracy. Choices B and D have to do with introducing new skills that can be acquired after the first is mastered. Choice C is incorrect because the adviser should find out what the students' current skills are before beginning training, not after

What should a teacher do when a very intelligent student aggressively dominates class discussions? A. Start asking questions that have a range of possible answers and call for multiple responses. B. Say to the student, "Give some of the other students a chance to respond, please." C. Give the gifted student an independent, challenging assignment to complete during class discussion. D. Give the gifted student an independent, challenging assignment to complete during class discussion.

A. The teacher should shift the focus of the discussion so that multiple responses are welcomed and all answers are considered carefully. The gifted student should not be isolated from the class and "kept busy" so the other students can talk, and the student should not be reprimanded unless her behavior is inappropriate.

Which scenario demonstrates the BEST teaching strategy when posing higher order questions? A. The teacher poses a question, pauses for three to five seconds, and then asks for a student response. B. The teacher asks multiple questions and immediately calls on someone that does not volunteer. C. The teacher first calls on an individual student, asks a question, and waits for the student to respond. D. The teacher poses a question, pauses for students to think, and then provides the answer to the question.

A. Typically a question is asked, followed by a brief pause to allow students to formulate an answer, and then a volunteer or nonvolunteer is asked to answer. Asking multiple questions, as in choice B, can be confusing, leaving the students unsure of the point of questioning. Calling on a student before asking the question, as in choice C, gives no time for a student to formulate an answer, and it is likely to negatively impact the student's participation. Providing the question and the answer, as in choice D, does nothing to stimulate students to think about the new material. Student interest cannot be maintained if students know the teacher will provide all of the information required.

A fifth-grade science lesson describes how the position and tilt of the earth cause seasons. Which of the following activities would be MOST effective in this lesson? A. Model the revolution of the earth around the sun using a flashlight and globe. B. Draw pictures of the weather that occurs during the four seasons and write about each season. C. Watch a video that explains how the earth's revolution around the sun causes the seasons. D. Make a flip book that shows the earth revolving around the sun with the seasons labeled correctly.

A. Using concrete objects to illustrate concepts boosts student understanding, especially in the context of a demonstration, rather than in a more passive medium such as video.

The following exchange between a teacher and a student occurs during a middle school science lesson: Teacher: "Identify one problem in wetlands ecology." Student: "Non-native plants?" Which of the following is the MOST appropriate teacher response? A. Why would non-native plants be a problem? B. Are they also invasive? C. What are some other reasons? D. "Yes."

A. When a student is correct but uncertain, it is helpful to follow their answer with a clarifying question to lead the student to a more developed level of understanding. Choices B, C, and D move on to additional concepts without reinforcing the student understanding.

Which of the following activities MOST effectively engages students during an introductory middle school lesson on electrical conductivity? A. Have students form a human circuit by linking hands and demonstrate the properties of an open and closed circuit. B. Read the textbook explanation of circuits, asking students to take notes on new information and note information that they do not understand. C. Quiz students based on the reading they were assigned for homework. D. Have students work in small groups to complete a chart detailing what they know, what they want to know, and what they have learned about conductivity.

A. When introducing a new idea, a teacher must engage the entire class as much as possible to peak interest and encourage questions. The whole-class activity ensures that all students are involved. Choice D would be effective after the activity and discussion. Reading from the textbook is not an effective way to engage students; this would be used to investigate questions the activity prompted. A demonstration is also a good way to engage students, but involving them rather than just showing them is preferred.

A high school English teacher has assigned a novel for students to complete for a six-week unit. The teacher gives students a reading schedule. Each day the teacher gives students a pop quiz over the assigned chapters. The teacher then discusses the chapters and has students take notes. What other type of assessment tools can the teacher use to make sure students are keeping up with the reading and learning the content? A. Have students complete weekly worksheets, give students a test every other week, and assign a composition about one of the learning objectives. B. Have students write a summary of the assigned chapters before the pop quiz and take a test after reading the novel. C. Have students write a book report after reading the novel and create a movie poster that covers one of the learning objectives for the novel. D. Have students take turns leading the discussions for the chapters and give students a test at the end of the reading.

A. Worksheets that make students show that they are grasping the concepts of the novel will help the teacher know if he or she needs to review, re-teach, or slow the pace. Giving tests that carry more weight will also help motivate students to keep up with the reading. The writing assignment allows students to show that they can interpret the novel. Choice B does not provide enough feedback for the teacher or the student. Creating a movie poster is a good closure activity but does not encourage the students to keep up with the reading. Having students take turns leading the discussion may cause some students to stop reading after they have had their turn leading the discussion.

The current lesson objective in a fourth grade class is for students to remember each prefix used in metric distances. The teacher has explained the different prefixes that the metric system uses and written each one on the board from largest to smallest: kilometer, hectometer, decameter, meter, decimeter, centimeter, and millimeter. To help students meet the objective, the teacher should A. share the common mnemonic device "King Henry Doesn't Mind Drinking Chocolate Milk" for remembering the order of the prefixes. B. tell students to recite the prefixes in order to a partner. C. have students make and use flashcards to memorize what metric unit each prefix letter represents. D. direct students to copy the information from the board into their science or math notebook.

A. Young students find mnemonic devices such as this very useful and memorable. Copying the information down does nothing to ensure that the students have met the objective. Flashcards are a good study tool, but do not help cement a new concept.

Which of the following verbs would indicate a behavioral objective? A. Comprehend B. Describe C. Know D. Understand

B. A behavioral objective is a clear, precise statement used to describe what students should be able to do when they have completed their instruction. Objectives must be measurable. The verb describes the behavior produced by the learner.

What kind of graphic organizer is MOST helpful during a brainstorming session in which students are supposed to come up with topics for a term paper? A. T-chart B. Cluster diagram C. Flow chart D. Venn diagram

B. A cluster diagram is a nonlinear graphic organizer that allows for and even stimulates creative thinking and free association—both of which make brainstorming more productive. A T-chart is good for weighing two sides of one issue, a flow chart helps clarify complicated processes, and a Venn diagram is useful in doing comparisons.

A nine-year-old student with diagnosed Attention Deficit Disorder (ADD) is in a regular education classroom. He has average ability in math. Which strategy below will MOST effectively help him memorize his multiplication facts? A. Provide the student with a multiplication table to help him complete the classwork. B. Have him spend 15 minutes per day using a computer program that practices multiplication facts. C. Partner him with another student who also needs to practice multiplication facts. D. Have him complete a multiplication fact worksheet at the beginning of math time until he learns the facts.

B. A multiplication fact program on the computer will probably hold his interest for more time than any of the other strategies, which means he will practice more. Working with another student may be a chance to goof off, rather than focus on practicing.

Which scenario indicates reliability but not validity? A. A Brannock foot-measuring tool is calibrated for a medium-width foot. B. A fish market scale always underweighs a product by 3.2 pounds. C. A comprehensive math final has a SEM of +/- 13. D. A grammar test features only one question about verb tense.

B. A scale that is consistently off is a measure that is reliable but not valid. Choices A, C, and D have to do with testing or measurement issues but do not concern the relationship between validity and assessment.

While teaching a unit on ancient Greek architecture, which of the following would be MOST important? A. Having students construct a model temple. B. Familiarizing students with relevant architectural terminology. C. Providing students with information on the religious significance of ancient Greek structures. D. Discussing the achievements by ancient Greeks in literature and art.

B. A teacher must teach the vocabulary necessary for understanding a particular subject. The other answers are useful, but not completely necessary.

If a student repeats a question already answered during a class period, the teacher should A. answer with the same explanation presented earlier. B. answer the question using different language and examples. C. tell the student that the question was already answered, and encourage the student to pay more careful attention. D. ask the student who posed the question the first time to tell the other student the answer.

B. A teacher should encourage class participation by answering all relevant questions, even questions that are asked more than once. Choice A does not take into account that the student may be asking the question because she did not understand the explanation the first time. Choice C would only embarrass the student and make her less likely to ask questions in the future. Choice D puts both students in an awkward position.

What is the BEST way for a teacher to check on students' general progress toward concept mastery during independent work periods? A. Approach students individually and ask them questions about what they are working on. B. Circulate around the room and quietly look over students' work. C. Call students up to the teacher's desk to show their work. D. Talk to students in groups of three or four and ask them questions about what they are working on.

B. Choice B is the least disruptive and will give the teacher an idea of the general progress of the class. Homework and other graded assignments will give the teacher more specific insight into each student's progress.

Which activity below would BEST stimulate students' interest in an introductory unit about the metric system and how to measure length, mass, and volume with metric units? A. Watch an animated video that shows the students how to measure length, mass, and volume. B. Measure items using non-standard units, like different size paper clips, to see why standard units were developed. C. Play a modified game of Bingo where students cover the best unit of measurement for various items. D. Complete a crossword puzzle in which the answers are words used with metric measurement.

B. Choice B would help students understand why standard systems and processes of measurement were developed, since students will probably be frustrated that people measuring the same objects did not get the same answer. Choice A teaches the content of the unit, rather than stimulating interest in it. Choices C and D are also activities that would be more appropriate during the unit, rather than as an introduction.

Which of the following student activities would BEST introduce a middle school unit on economics? A. Explain "equilibrium" to a parent or guardian, using notes and a graphic illustration you prepared ahead of time. B. Remember and list five times when you traded things with a friend or family member. Pick one of them and write a paragraph describing it. C. Think of an example of scarcity and write a paragraph using supply and demand to explain why the product or service was scare. D. Decide what the words "exchange", "supply," "demand," and "equilibrium" mean to you. Make notes and discuss your definitions with your group.

B. Each of the other choices involves higher level processes and/or concepts that are not appropriate subject material for an introductory lesson.

What would be the MOST expedient way for a teacher to find out whether students know specific facts about whales? A. In small groups, students make webs showing what they know about whales. B. Students take a multiple-choice pretest about whales. C. The teacher takes notes during a class brainstorm about whales. D. Students write an in-class essay about whales.

B. If a teacher needs to know whether students know certain facts, a multiple-choice is a fast way to find out. Making webs in small groups would allow students the time to share everything they know about whales and build on each others' knowledge, and may give the teacher an idea of what they know, but it will not give her all the answers she needs quickly. The class brainstorm would generate similar information as the webs made by the small groups, but fewer students would participate and their participation would be limited to a few comments, making this even less effective for the teacher.

Which of the methods below will BEST hold students accountable for their full participation in cooperative learning groups? A. Allow students to evaluate each other on several measures of participation after the activity is completed. B. Assign each student in the group a specific role in accomplishing the objectives of the activity. C. Grade students' products from the activity individually and not based on group work. D. Group students with friends so they are highly motivated to work together.

B. If each student has a role in meeting the objectives and the activity is well structured, then all students will be drawn into participating because they all have something to do. Grading students' work individually can be appropriate during cooperative learning activities, but if group process is not also evaluated, then some students will decline to participate with their group. Evaluating each other can become awkward and unfair for numerous reasons, so it should be generally avoided.

A teacher thinks a student is under a great deal of stress, perhaps because of a bad relationship with a parent and step-parent. Among the following choices, which is the first thing that the teacher should do? A. Arrange a conference with the parent and step-parent. B. Refer the student to a professional help provider. C. Adapt assignments to draw the student out. D. Watch for signs of destructive behavior emerging.

B. In such a case, the first order of business is getting the best available help for the student. The teacher may be valuable during or after another professional is engaged. A conference with the parent and step-parent is premature. As for Answer C, it is better for a teacher to stick to educational rather than therapeutic goals. Another professional might advise the teacher on what behaviors to look for as time goes along.

A science class has just completed a unit of study on ecology, including vegetative regions and biomes. Which of the following student activities demonstrates the highest level of content mastery? A. Compare and contrast ecological characteristics of various areas of the world. B. Discuss the effects of weather patterns on the ecology of other countries. C. Label biomes on a world map and provide a general definition of the terms used. D. Visit a nature preserve and identify characteristics related to the local vegetative region.

B. Intelligently discussing how a concept applies to other scenarios exhibits mastery of higher level thinking. Listing similarities and differences, as in choice A, labeling using new terms and definitions, as in choice C, and identifying examples based on information already learned, as in choice D, are among the first stages of content mastery.

Students are about to take a paper and pencil test. If there is time for only one of the following activities, which would BEST prepare the students for the test? A. Students should go over their notes and homework assignments. B. Students should make a chart of the important topics with notes on subtopics below each. C. Students should play a teacher-developed game as a class, answering test-type questions. D. Students should work individually on test-type questions.

B. Organizational structures help students to connect and remember. Choice A leaves students to their own devices to develop structure, which would work only with the most advanced students. Choices C and D, although they could be helpful, would not give as much support as an organizational structure.

Which of the following prompts require students to synthesize information? A. Compare and contrast B. Organize a plan C. Justify this thought D. Use an instruction manual

B. Organizing and planning are related to synthesis. Comparing and contrasting are part of analyzing. Justifying something is akin to evaluating it. Using a manual implies application of knowledge.

A student who usually completes homework consistently has not returned her homework for three consecutive days. When the teacher addresses the situation with the student, she is aloof and will not respond. What action should the teacher take? A. Schedule a private meeting with the student to discuss the problem in more detail. B. Call the student's parents to schedule a conference. C. Send the student to the principal's office. D. Withhold privileges until all late homework is turned.

B. Since the student is normally responsible, it is important to determine, with the aid of her parents, what has caused the behavioral change. Choices C and D are too punitive under the circumstances. Choice A is likely ineffective, since the student already proved unwilling to talk to the teacher about the problem.

A teacher asked his student to find the area of a triangle. The student's response was correct but was given in an unsure and timid manner. What could the teacher say to encourage the student's understanding of finding the area of triangles? A. "Excellent. Let's try another problem like this one." B. "You're right. How did you figure that out?" C. "Good. You multiply the base times the height and divide by two." D. Come up and show us what you did.

B. Since the student was unsure of his answer, it is helpful for the teacher to confirm his answer first, before challenging him to explain how he figured out the answer. Giving his own explanation will help him understand how to find the area of any triangle. Trying another problem does not help increase understanding if the concept behind the practice is not explained.

A teacher notices that a student often misbehaves after she is given a reading assignment, most likely because the student has poor vocabulary skills and is not a competent reader. What should the teacher do? A. Contact the student's parents to set up a disciplinary conference. B. Start designing a plan that will help the student build reading and language skills. C. Suspend reading assignments for the time being. D. Refer the student for special education services.

B. Some educational problems seem to be at the root of the misbehavior and choice B puts attention on finding educational solutions to them. Enlisting parents might be part of the educational plan, but the focus should be more on educational strategies than on discipline. Reading assignments probably should be adapted, but suspending them is an extreme step. Asking for a special education evaluation might be part of the teacher's plan, but a referral for services implies that a good evaluation has already been made.

What activity would BEST help students in a middle school social studies class understand why different Native American tribes had different trading practices? A. Give a carefully constructed lecture that covers the similarities and differences among tribal trading practices, while having students take notes on the outline of the lecture. Follow up with worksheet questions to answer. B. Assign a tribe to each group of students and give each group handouts that identify needs and oversupply for a particular tribe. Then stage trading activities among groups and have students identify important aspects. C. Have students compare and contrast trading practices of Native Americans with the trading practices of pioneer settlers, developing a list of differences and similarities. D. Show students pictures of Native Americans trading articles and explain the differences between the different types. Give specific reasons why different tribes traded certain articles.

B. Students engaged in active participation are more likely to learn and understand complex interconnections. Choices A and D are generally passive for students. Choice C is off-topic.

A social studies teacher wants students to consider the role of geography in population patterns. She asks her class, "What role did geography play in the growth of Chicago as a major U.S. city?" What should she do next? A. Allow students to call out answers and write them on the board. B. Tell students not to call out responses but to raise their hand when they think of an answer and wait to be called on. C. Call on a student and ask for an immediate response. D. List some possible answers on the blackboard and ask students which they think are best.

B. Students need various amounts of time to think through an answer to a question, particularly for complicated questions. Allowing students to answer right away can stop the thinking process for the other students. Calling on a student allows the rest of the class to stop thinking about the problem, too, and puts the student in an embarrassing position. Choice D may be an option if the discussion gets stalled, but students should be given plenty of time to come up with their own ideas before the teacher starts prompting them.

An art teacher plans to lead students through a survey of the various schools of American art since the nineteenth century over the course of several weeks. How can she ensure that her students retain the important ideas about each school of art? A. Assess the students every week on all the schools of art studied. B. Have students compare and contrast each new school of art to the previous ones. C. Add each week's information to a chart about the schools of art. D. Hang posters of representative paintings from each school in the room.

B. Students retain information better when they use it, especially in analytical ways. By comparing and contrasting each new school of art to the earlier ones they have studied, the students will access previously taught information and think about the new information they are learning. Choice C, adding the information to a chart, does not force the students to actively think about what they have learned in the past and link it to new information. A weekly assessment tells a teacher what the students have retained, but, by itself, does not help students retain information.

Which of the following is MOST likely to promote effective transfer of knowledge to students? A. Covering a large number of related topics quickly. B. Having students work on their own with specific information related to a topic before giving an organizing lecture. C. Having an open discussion on a topic before any specific information related to the topic is given. D. Covering organizational principles of a topic and then giving students information about specific subtopics.

B. Studies indicate that topics need to be organized and connected in order to promote transfer of knowledge, but that a large number of topics covered quickly will hinder student transfer because students have too little time to connect and organize the information. Introducing organizational structure early makes student learning difficult in that they first need specific information about the topic before the organizational structure can make sense and be remembered. Choice C is not likely to be instructive, as students need to have some knowledge about a topic before participating productively in a discussion.

During a class discussion, a teacher asks a student to evaluate President Roosevelt's Public Works Association for its effectiveness as a means to alleviate unemployment while benefiting the community. How long should the teacher wait for a response? A. 3 seconds B. 10 seconds C. 30 seconds D. 60 seconds

B. Ten seconds is an appropriate length of time to wait for an answer to a question that calls for high order thinking such as evaluating.

Students monitor a United States Geological Survey (USGS) website and collect information about recent volcanoes and earthquakes. Which of the following learning goals is met by this activity? A. Analyze the differences between volcanoes and earthquakes. B. Accurately observe natural events. C. Identify simple patterns in physical phenomena. D. Recognize the advantages or disadvantages of basic technical devices.

B. The activity gathers reliable information about natural events, but does not call for analysis and inference (choices A and B do) or evaluation of devices used to capture data (as choice D does).

A fourth grade class has been having a great deal of trouble settling down during transitions between activities, as well as after recess and lunch. The teacher has decided to speak to the class again about what behavior he expects and offers them a reward for exhibiting the acceptable behaviors during transition times. Which type of incentive is MOST appropriate in this situation? A. When the whole class behaves appropriately, they earn points toward a group reward that the class has chosen. B. When individual students behave appropriately, they earn points toward a group reward that the class has chosen. C. When individual students behave appropriately, they earn points toward a personal reward from a list of choices. D. When individual students behave appropriately, they earn a small reward immediately.

B. The more students who behave appropriately, the faster the students will reach their reward goal. This also encourages modeling of appropriate behavior, so that there is some peer pressure to help earn more points. It eliminates the punishing aspects of having a few students who cannot or will not behave appropriately, which is the problem with having the whole class behave appropriately in order to earn points. Since the behavior problems involve whole-class management, the incentive should be for the whole class, not the individuals.

Which of the following instructional methods MOST effectively conveys information to an entire group of students at once? A. Socratic seminar B. Lecture C. Discovery learning D. Worksheet

B. The most efficient way to impart information that the entire groups needs is through lecture. It also gives the opportunity to teach students to listen attentively and take notes. The Socratic learning seminar can be time-consuming and can diverge from the topic. Discovery learning should only be used when the act of discovery truly helps students learn. Skill-and-drill workbook learning is most useful for building accuracy on a topic already discussed in class.

A physical science class made its own polyvinyl acetate blobs to demonstrate the characteristics of plastic polymers. The science experiment is an example of what type of instruction? A. Direct instruction B. Inquiry learning C. Active teaching D. Discussion groups

B. The polymer activity is an example of inquiry or discovery learning. Students use the materials themselves to discover a concept in a structured lesson. In direct instruction the teacher presents the concepts directly to the students. Active teaching is another term used for direct-instruction techniques. Although the students are in groups, the type of instruction is not a discussion group.

The chart below is taken from a standardized test score report. Calculate the missing value. Raw Score: 55; Scale Score 500; Standard Error of Measurement (SEM) _____; -1 SEM 477; +1 SEM 523. A. 22 B. 23 C. 23.5 D. 24

B. The scale score 500 is both 23 points above - 1 SEM and 23 points below + 1 SEM.

The teacher has written the following objective for her fifth grade students: "The students will correctly locate 45 of the 50 United States on a blank map of the United States." Which of the following is the BEST way to assess whether students have met the objective? A. The students take a test where they match the individual shape of a state to its name. B. The students take a test where they are given a blank map and a list of all 50 states. The students write in the name of each state in its correct location on the map. C. A map of the United States is grouped into 5 regions, and each region is studied and tested separately. The test consists of writing the name of each state from memory onto a blank map of the region. D. The students work in pairs to fill in a blank map. Each pair has a list of all 50 states and an atlas to reference.

B. The students are not asked to memorize the names of all 50 states, only to locate the states on a blank map, so a list of the states is appropriate for them to work from as they fill in the map. They should not use an atlas during the assessment of the objective. Grouping the states into regions (choice C) may be a useful way to teach the location of the 50 states and to check the students' understanding as the unit progresses, but it does not assess whether they know 45 of the 50 states on a blank map.

A teacher wants to teach the scientific method by asking students to set up an experiment to learn what natural resources seeds need in order to germinate. What should be the first step in this process? A. Begin a class discussion by asking, "What do you think seeds need in order to sprout and grow?" B. Explain the scientific method giving several examples of research questions, hypotheses, and experiment designs. C. Show students a projected microscope slide of a germinating seed shown in cross-section. D. Break students into small groups and ask them to come up with proposals for setting up the experiment.

B. The teacher's goal is to teach the scientific method. Before students can design their own experiments or begin to think about seed germination as a research question, they must understand the requirements of the scientific method. Choices A and C would be useful activities after the basic guidelines are established. Choice D is also useful, but should come after students have enough information about both germination and experimentation to design a workable experiment.

Consider the following question asked by a first grade teacher: "What do the three stories we have read by Tomie de Paola have in common?" What is the main instructional value of asking a question like this? A. Factual recall of characters from the three stories B. Analysis of the separate stories and comparison between them C. Analysis of the themes the author carries across the stories D. Factual recall of specific events from the three stories

B. This question utilizes comparisons, which is part of the fourth level of Bloom's Taxonomy, analysis. The teacher is looking to see which students are able to think of all three stories at the same time and make comparisons between them. Choice C also covers analysis, but it limits the analysis to a single subject, themes. The teacher is not looking specifically for factual recall in this higher-order thinking question, although recall may also occur.

Which of the following would provide the BEST introduction for a lesson on writing bibliographic references? A. Tell students to find a book with bibliographic references and copy the format. B. Demonstrate to students the specific procedure and order expected. C. Have students read bibliographies at the end of various texts and identify the elements of the citations. D. Instruct students to list the important information given on the first two pages of the book.

B. Writing bibliographic references is a procedure, and procedures are best taught through demonstration. There are a variety of formats for citations, but students need to be consistent in their format, so the teacher needs to specify the important elements.

Which of the following assessment methods BEST assesses a student's ability to write in several different literary styles? A. Multiple-choice test B. Quizzes for each genre C. Portfolio D. Essay test

C. A portfolio can contain the student's work in each genre. A multiple-choice test does not test writing effectively. A quiz after each genre is taught could test students' understanding of the characteristics of the genre, but not their ability to write in it. An essay can only test one type of writing at a time.

Curriculum planning is a major aspect of a teacher's job. Which teaching practice listed below will BEST help students to achieve grade-level outcomes? A. Consulting the state curriculum on a frequent basis. B. Planning units of study that are interesting and then consulting the state curriculum to be sure that the standards are incorporated into the lessons. C. Using the state curriculum at the beginning of the school year to determine the learning objectives for the year, which are then incorporated into units of study. D. Using the textbooks and materials mandated by the school district because they have been chosen to meet the standards for each grade level.

C. A teacher should have a plan for the school year before the year begins, so that he or she is sure to teach the required learning objectives. The units of study can then be constructed around the objectives, rather than the reverse, which is suggested in choice B. The textbooks and materials will most likely cover the grade-level objectives and more; they are rarely designed specifically enough to meet a teacher's exact needs.

What is the main goal of establishing rules at the beginning of the school year? A. Showing the students who is in charge in the classroom. B. Showing the principal that the class is functioning in an orderly way. C. Setting expectations for appropriate behavior from the students. D. Creating a quiet, positive working environment for students.

C. At the beginning of the year, students need to know a teacher's expectations for appropriate behavior in the classroom and what the consequences of inappropriate behavior are. Choices A, B, and D may result from establishing rules at the beginning of the year, but they are not the main goal of establishing rules.

Which of the following statements BEST illustrates a proven technique for encouraging student effort? A. "I know you can do it if you really try." B. "You do this better than any student I've ever had." C. "You're exactly right here and here. Now check this." D. "You look great today. How's it going?"

C. Choice C gives a student specific feedback about successful learning or performance and also points ahead to even better performance. Choice A tries to be encouraging, but it's not specific and hints at a lack of effort. Choice B sounds exaggerated. Choice D does not encourage effort directly.

Which of the following presentations is the MOST promising way to communicate how supply and demand affect each other to a whole class of middle school students? A. Show students selected passages from several standard textbooks. B. Quote famous people that students are likely to know and like. C. Use an analogy to a water system's supply lines, control valves, and faucets. D. Review facts about the two concepts and tell students to imagine them connected.

C. Choice C is a mental picture that will allow the teacher to state (or induce from students) a series of interconnected points. Choice A may or may not add anything to what students have already worked on. Actual examples of choice B are likely to be hard to find. Choice D gives no direction to students apart from urging them to be imaginative.

Under what circumstance might it be appropriate to ignore a classroom behavior that violates the rules? A. It is the first time a student has violated the rule. B. Other students do not violate the rule as a result. C. The student acknowledges and changes the behavior. D. The behavior does not interrupt the lesson.

C. Classroom rules are working well when students recognize violations and change their behavior on their own. You must consistently and fairly enforce the rules of your class, so choices A, B, and D must be wrong.

A young girl being teased by a male classmate responds by cursing at him. Which of the following is an appropriate teacher response to the obscenity? A. "Do you know what you just did wrong?" B. "You're acting badly. Stop it now." C. "In the future, find more appropriate ways to express your anger." D. "Cursing is not ladylike behavior."

C. Effective reprimands should set high expectations for the future and be supportive or neutral. Avoid reprimands that ask questions (choice A), are too vague (choice B), or imply different standards of behavior for boys and girls (choice D).

A fourth-grade science class completed an experiment in groups. Which method of closing the lesson will BEST clarify students' understanding? A. Ask students to read their results aloud and answer questions you posed on the lab worksheet. B. Have students write what they learned from the experiment in their science journals. C. Explicitly teach the concepts the experiment illustrated implicitly. D. Show a short video.

C. Following inquiry-based instruction with direct instruction helps ensure that all students understand what has occurred during the inquiry portion. Direct instruction in the closing can also give teachers a chance to go further into depth on the concept that the students explored. Having students write in their science journals about what they learned is a form of assessment; it does not clarify the students' understanding.

A teacher is planning how to explain classroom assessment practices to a group of parents. Which of the following could be used as an example of formative assessment? A. Comparing student performance on a posttest compared to a pretest. B. Analyzing standardized test scores to show how students in one school compare to those in other schools. C. Evaluating whether teaching practices need to be changed based on student self-evaluation. D. Using a diagnostic test to predict whether students will do well on a standardized test.

C. Formative assessments are those that give indications of what needs to be adjusted, corrected, or otherwise improved based on feedback. They guide instruction that is taking place. Choices A and B are examples of another category of assessments: summative. They sum up instruction that has been completed.

Of the following verbs or verb phrases, which one is most fitting for an objective concerned with students' ability to generalize? A. List and describe what you remember... B. Define and explain each of the following... C. Find and explain additional cases of... D. Evaluate how well...

C. Generalizing is the process of extending what has been learned. In its most precise sense, it calls for finding identical cases or uses of what has being learned. At the very least, it calls for finding very similar cases or uses. Choices A and B do not call for generalization. Instead, they operate with what students can recall or are given. Choice D clearly calls for an evaluation of some kind.

After grading a test, a teacher notices that the scores are significantly below the students' usual scores. The teacher decides that he did not communicate the material effectively. Rather than discard the test scores or unfairly penalize the students, the teacher decides to grade on a curve. Which of the following distributions will BEST describe the data once it has been adjusted? A. Bernoulli distribution B. Continuous probability distribution C. Normal distribution D. Poisson distribution

C. Grading on a curve fits the set of test scores along a bell curve, or normal distribution, in which the majority of students score near the mean—few students score significantly higher or lower than the mean.

To help students succeed with projects that require out-of-class work, teachers generally provide students with written directions. Which additional strategy MOST effectively ensures students meet the teacher's expectations? A. Allow students work time in class. B. Limit the amount of choices that students have. C. Provide students with the assessment rubric. D. Review directions periodically.

C. If students have the assessment rubric for the project, they can see the relative value of each part of the project and check off each component as they complete it. Working in class gives the teacher an opportunity to give feedback to students, but the teacher may not be able to work with all students. Reviewing the directions is important, but repetition doesn't necessarily translate into understanding.

Which of the following language arts activities requires the highest order of thinking skills? A. Summarizing a chapter from a novel. B. Comparing and contrasting two main characters from a novel. C. Imagining and writing a new ending to a novel. D. Identifying the major and minor characters in a novel.

C. Imagining and writing a new ending to a story is an example of the synthesis level of thinking on Bloom's Taxonomy. The six levels of thinking skills that Bloom identifies are (1) knowledge, as in choice D; (2) comprehension, as in choice A; (3) application; (4) analysis, as in choice B; (5) synthesis; and (6) evaluation.

The goal of a science lesson is to identify birds using a taxonomic key, which classifies the birds based on their distinguishing features. To provide practice, the teacher plans to use video tapes showing different birds in natural habitats. How should the teacher help students learn to use the taxonomic key? A. Summarize the entire process quickly and then have students practice using it. B. Point out several birds by name, have students use the key, and provide corrective feedback as needed. C. Summarize the process, work through the first several steps to identify a particular bird as an example, and then let the students use the key themselves. D. Have students identify birds they already know and tell how they identified them.

C. Learning a skill that includes several steps or parts is best approached through mastering a few steps at a time. Choice A does not offer the students an example. Choice B fails to explain the key. Choice D asks students to articulate their own perceptions, which might be fitting if the teacher wants to have students build a strategy themselves, but is less relevant for learning an established process.

During an exam, a teacher notices one of her students attempting to look at a classmate's test. Which tactic is the MOST appropriate response before she considers more serious disciplinary actions? A. Say to the class, "I think I see someone cheating." B. Go over to the student and ask if he or she is cheating. C. State that it is expected that everyone do his or her own work. D. Stop the exam and compare the answers of the two students.

C. Making a statement of an expectation is a simple way to handle situations like this. All of the students are made aware that the teacher is watching to make sure that everyone is on task. All of the other choices may cause unnecessary anxiety and disruption.

A teacher should use metaphors during a lesson in order to A. help students relate parts of concepts to larger concepts. B. enhance student ability to communicate ideas. C. explain new concepts by identifying the similarities they share with known concepts. D. develop student literary ability with figures of speech.

C. Metaphor can build understanding of new ideas by building on the foundations of previously taught concepts.

Mnemonic devices help students to A. identify cause-and-effect relationships. B. analyze a character's motivation in a story. C. remember a specific set of ordered information. D. understand words based on their Latin or Greek roots.

C. Mnemonic devices are helpful in teaching a specific ordered set of information, such as the order of the planets from the sun or order of notes on a musical line. Mnemonic devices do not help students analyze events or information. A mnemonic device may help a student remember the steps of a procedure, but only practice will help students learn to perform a procedure.

A student, usually well-behaved, is being disruptive at the moment. Which of the following techniques is an effective first intervention? A. Ask, "What's up with you today?" B. Say, "Watch what you're doing." C. Move closer to the student. D. Tell the student to stay after class.

C. Moving closer is a good nonverbal cue that the teacher has recognized something that needs attention, yet it gives the student a chance to correct things on the spot.

When teachers share standardized test results with parents, there is a large amount of information in the score report to be discussed. Which information will be of MOST use to the typical parent? A. How the student compares to other students in the nation B. The student's approximate reading grade level C. Specific areas of academic strength and weakness D. Average scores in their child's school and grade

C. Parents will generally benefit most from specific information about how to help their child succeed. When parents know their child's weaknesses, they can emphasize working to improve them. Parents may want to know how their child has done in comparison to other students, locally and nationally, but the information does not help their child improve.

Which of the following homework assignments would be BEST after a lesson that introduces the addition of fractions with common denominators? A. Instruct the students to copy 10 sample problems B. Give a worksheet containing an assortment of 10 addition problems C. Assign 10 problems on adding fractions with common denominators. D. Ask students to summarize the procedure used to add fractions with common denominators.

C. Practice problems should be relevant to the new instruction. Choices A and B do not give students enough practice applying the new concept. Choice D is not as effective as practice problems when establishing accuracy.

Which of the following BEST describes why explaining grading criteria for upcoming assignments to students improves their performance? A. It provides motivation. B. It eliminates the possibility of grade protests after the assignment is turned in. C. It helps the students analyze and improve their work. D. It encourages students to create a more polished final product.

C. Providing grading criteria allows students to assess their own work and make adjustments to it before turning it in. Explaining grading criteria may motivate students, but motivation alone does not lead to improved performance. Explaining criteria ahead of time does cut down on "grade grubbing," but this will not enhance the students' performance.

The most effective group discussion questions... A. are organized to allow for specific correct answers that lead to the main idea of the lesson. B. address a variety of cognitive levels in order to reach students of different thinking styles. C. are open-ended to allow for students to explore a range of possible correct answers. D. are preceded by a thorough discussion by the teacher, outlining all possible acceptable answers beforehand.

C. Questions with correct answers do not promote student achievement and expansion. Addressing cognitive levels does not relate to thinking styles.

Before having students read a critical article about a novel they have studied in class, the teacher says, "While you read, notice the difference between statements of opinion and statements of fact. Pay attention to how the author supports his opinions." What is her primary purpose for saying this? A. To increase students' interest in the text. B. To provide context for the reading. C. To establish a purpose for reading. D. To encourage students to look for errors in the text.

C. Research shows that establishing a purpose for reading—to be entertained, to evaluate, to discover—helps students focus on the material. Establishing a purpose may increase a student's interest in the text, but that is not the teacher's primary objective. The statement does not provide a context for the reading, nor does it encourage students to look for errors.

A rule relationship is an excellent method for organizing knowledge. Which of the following is an example of a rule relationship? A. The association between characters in a novel and their actions B. The levels of performing mathematical functions in subtraction C. The fact that all reptiles are vertebrates D. The relationship among the mean, median, and mode

C. Rule relationships are the backbone of organizing new materials. The other choices (A, B, and D) are not rule relationships because they do not form rules to organize and categorize individual units of knowledge.

Which of the following is the BEST example of effective cooperative learning? A. The teacher identifies specific tasks for the group and then grades based on individual efforts of every student. B. The groups are formed by self-selection and all members participate equally in all activities. C. Each group member has a specific task and the group has a clearly identified objective. D. Each group completes a task and each individual is graded based on the overall results of the entire group activity.

C. Studies indicate that setting individual tasks for group members will lead to effective cooperative learning. Because self-selection seems to weaken a group, the strongest answer in the collection is C.

How should a teacher generally begin almost every class? A. By engaging in some casual conversation with students. B. By reminding students to pay attention. C. By telling students what they will be covering that day. D. By reviewing skills learned during the previous class session.

C. Telling students what they will be covering helps focus students' attention. A teacher should remind students to pay attention if she notices that their attention is wandering, but she need not start every class with this reminder. Reviewing skills is helpful on occasion, but not in every class. Casual conversation with students builds rapport but should be reserved for before or after class.

A student who is usually well-behaved is consistently interrupting the class routine and annoying nearby students. The teacher has already reminded him that he must obey the classroom behavior standards, but that has not changed the behavior. Which of the following is the MOST appropriate teacher response? A. Ignore the student and expect that his usually helpful nature will resurface. B. Ask the student to explain the standards of classroom behavior to the class. C. Separate the student from his classmates and have him take a five-minute time-out. D. Send the student to the school discipline officer so that his behavior does not influence other students' behavior.

C. The behavior is consistent so ignoring it is ineffective. Rules must be enforced consistently, and if the student actively chooses to disobey, a consequence must follow. Referring the student to the school discipline officer is far too severe a response at this early stage, and telling him to explain behavior standards is unlikely to be effective since he has already ignored reminders. The problem is not that he cannot comprehend what the rules are, but instead why he has to follow them.

How could a teacher effectively model the use of key concepts involved in everyday economic decisions? A. Teach students the general model of how supply and demand affect each other. B. Use well-chosen and well-prepared visual aids during discussions. C. Describe an actual or plausible economic decision he or she has made. D. Give two or more examples; ask students to give additional ones.

C. The key here is the nature of modeling, which is a careful version of "This is how I do it." It is best accomplished with a personal account similar to a case study. None of the other choices use that process.

A group of students wants to produce an electronic magazine that publishes original student writing and art. Their adviser is planning a unit to train them how to use a word-processing application to create pages that include features such as images, multi-column layouts, sidebars, headers, footers, links, and page backgrounds. Which of the following would be the BEST culminating activity for this portion of the training? A. A mastery test that includes essay and multiple-choice questions and has a high standards for a passing score B. Each student producing a document under proctored conditions, using a set of specific features, and without reference materials C. Small teams producing a document under proctored conditions, using specified features, and within a time limit D. Each student working under proctored conditions to produce a document with six different features they select

C. The purpose of the training is to prepare students to apply what they learn. The team and time limit conditions make the performance more realistic; the whole activity promotes retaining and transferring what has been learned. Written tests are not ideal for gauging student mastery of a process. Since students will be working in groups to produce the magazine, testing their solo performance is also unhelpful.

An elementary school teacher tells his students he will give them stickers each time they master a new part of the multiplication table (1s, 2s, 3s and so forth). What sort of motivational system is he employing? A. Negative reinforcement B. Partial reinforcement C. Token economy D. Competition

C. The students are given a reward—a "token" such as stickers, stars, chips, or privileges—for achieving a goal. Negative reinforcement involves attaching an undesirable consequence to undesirable behavior (like missing recess for calling someone a bad name). Partial reinforcement is a term psychologists use to describe a sort of operant conditioning in which a certain behavior is only sometimes reinforced. Many students are motivated by competition, but in the example above, they are not competing with each other.

Which of the following questions BEST promotes discussion? A. Why did Martin Luther King, Jr. admire Mahatma Gandhi? B. Why did Malcolm X break with the Black Muslims? C. Why do we still struggle to end racism? D. Why did President Eisenhower call out the National Guard?

C. This question allows for a large number of answers and a wide-ranging discussion. The discussion is likely to be interesting because it can include so many points of view. Choices A, B, and D involve recall of specific information.

Statements that are meant to address or halt inappropriate classroom behavior should always be A. delivered privately. B. phrased as a question. C. delivered promptly. D. reinforced in writing on the blackboard.

C. To be effective, a reprimand must immediately follow the bad behavior that needs correcting. Some discussions of behavior can be handled privately, but they need not always be. Asking a question should be avoided since it seems to invite a discussion, not a change in the offending behavior. A reprimand does not need to be written to be effective.

Which type of educational test BEST measures students' performance on specific skill objectives as compared to a performance standard of those skills? A. Multiple-choice B. Norm-referenced C. Criterion-referenced D. Portfolio assessment

C. Unlike a norm-referenced test, a criterion-referenced test does not compare students against a sample group of students who took the test, only whether they have mastered specific skills. Choice A is incorrect because a multiple choice test can be norm-referenced or criterion-referenced.

Which of the following activities, when used to begin a class period, engages students most effectively? A. Reviewing notes from the previous class. B. Skimming the day's reading assignment. C. Asking students to anticipate the subject of the day's lesson. D. Listening to the teacher tell a relevant story or case study.

D. A relevant story or case study immediately establishes a focal point and direction for the lesson, while providing a context so that students can immediately understand where the material "fits." Reviewing past lessons or skimming ahead does not build context or purpose for the lesson; neither does asking students to guess what they are about to learn.

Which of the following BEST describes how a consequence for classroom misbehavior should be enforced? A. When other students will not notice it B. When other students will observe it C. Immediately after the misbehavior takes place D. After some warning has been delivered

D. A small correction calls a student's attention to behavior that needs to change and gives the student an opportunity to make the change. Usually that ends the immediate problem with minimum disruption to teaching and learning. What other students notice or do not notice is tangential. The immediacy suggested by choice C is important, but immediate attention, not immediate consequences, is key to good classroom discipline.

On a standardized history achievement test, a student scored at +2 standard deviations. From this, the teacher can determine that the student A. is a relatively average student. B. is a relatively smart student. C. has learned an average amount of history. D. has learned a great deal of history.

D. At +2 standard deviations, a student is at approximately the 95th percentile, which would mean that the student has achieved well in history. It does not indicate the student's intelligence, only his achievement level.

Which of the following learning objectives uses a higher order thinking skill? A. The student will name the capitals of all 50 states. B. The student will classify given astral bodies (given their important attributes) as comets or meteors. C. The student will solve a quadratic equation. D. The student will create a metaphor to describe an emotion.

D. Bloom's Taxonomy identifies thinking skills in increasing order of sophistication as knowledge, comprehension, application, analysis, synthesis, and evaluation. Answer D requires synthesis in order to complete the task.

At the start of a new unit a teacher uses a one-page handout containing a 25-item checklist designed to get information about what students know and do not know about the unit's subject matter. No names appear on the handout. The teacher sorts the information into categories including: (a) what most students seem to know already, (b) what most students do not know, and (c) what misconceptions seem widespread. How should the teacher proceed from this point? A. Discuss the misconceptions and explain how to eliminate them. B. Start with what students do not know, building toward their previous knowledge. C. Explain how the misconceptions develop from not knowing. D. Start with what students know and move from there to new material.

D. By starting with what students know, a teacher can help students create connections between their prior knowledge and new concepts.

Which response demonstrates effective praise? A. Good job! I really liked your essay! B. Good job! If you keep up the good work, you'll be the best writer in this class! C. Good job! This is the kind of essay that wins awards! D. Good job! You backed up your claims with such convincing evidence!

D. Choice D provides specific positive reinforcement. Choice A is too vague, choice B encourages the student to compare him or herself to other students (which is irrelevant), and choice C attempts to motivate the student externally instead of through the satisfaction inherent in mastering a skill.

tudents in a tenth-grade English class are finishing a unit on Shakespeare's Romeo and Juliet in which they focused on the themes of fate, love, and intergenerational conflict. Which exercise provides the MOST effective closure to the unit? A. Have students read the final scene of the play aloud and then discuss how the three main themes come together in the play's conclusion. B. Have students write an in-class essay on intergenerational conflict, love, and fate. C. Ask students to cite scenes from the play that illustrates one of the three major themes. D. Ask students to compare the treatment of the three major themes in Romeo and Juliet to the treatment of those themes in another book, play, movie, or television program they have seen.

D. Choice D reinforces the main concepts of the unit, and help students retain the information by encouraging them to connect what they have learned to their own lives and experiences.

A teaching unit should be designed so that key skills are A. mastered well before the midpoint of the unit. B. presented in substantial chunks and practiced before proceeding. C. practiced early and in substantial chunks. D. practiced frequently until students retain them.

D. Frequent practice distributed across the available time period helps students develop fluency. In most cases, smaller chunks work better than big ones.

A teacher has a set of handouts he gives throughout a unit on writing research papers. Which of the following should be the first handout he gives students? A. "Brainstorming and Outlining" B. "Using the Internet for Research" C. "Term Paper Style Guide" D. "Research Papers: A Step-by-Step Overview"

D. Giving students a preview broken down into steps makes learning a difficult skill seem more manageable. Choice A does involve the first phases of writing a paper, but students should get a preview of the whole process first. Choices B and C would come later in the unit.

Which of the following techniques BEST promotes student comprehension? A. Giving students a pretest and a posttest on the material covered in the unit. B. Ensuring material is covered using both teacher demonstration and student practice. C. Encouraging students to come in for extra help whenever they need personal attention. D. Dividing major objectives into small learning units, each with objectives and assessment

D. Identifying and mastering all of the skills and concepts that make up each objective ensures that students truly understand what is taught. Testing, student practice, and extra help are all methods you can use to teach the material, but only once you have first divided it up appropriately.

In order to help her students attain fluency in reading grade-level materials aloud, the teacher assesses students frequently and tailors her instruction accordingly. Which type of assessment, performed at least twice per month, would BEST monitor students' reading fluency? A. The teacher moves around the room to listen to pairs of students reading aloud to each other. B. Students read a passage silently and answer questions about it aloud. C. The teacher calls students aside to listen to them read several pages of their choice. D. Students read a selected passage while the teacher keeps a running record of errors.

D. In order to best monitor the students' reading fluency, a teacher must track errors and speed over time. A running record allows a teacher to be more consistent in monitoring students because all errors are noted. Patterns of mistakes and improvements over time can easily be seen. Listening to students read pleasure books is important, but a more formal process can help teachers better tailor their instruction. Since the objective in this case was fluency, not comprehension, choice B is an inappropriate assessment.

Which of the following prompts will require students to evaluate what they are working on? A. "What might happen if" B. "Describe in your own words" C. "How does this illustrate?" D. "What is the most important?"

D. It directs students to make a judgment or form an opinion about something, a clear instance of evaluation. Choice A is a form of synthesis. Choice B requires good comprehension, but doesn't go beyond that. Choice C requires analysis demonstrated through categorizing.

A struggling student comes to pick up a paper at your desk during class time. You have determined that this student needs extra help. Which of the following would be BEST to say to the student? A. "Come in at lunch and I'll help you work on the problems in this paper." B. "This paper needs work. Would you like my help?" C. "I had another student like you who needed help with this topic. When can you get help?" D. "I'd like to talk to you about this paper in a little more detail. Let's set up a time when we can talk in private."

D. It is important to protect student privacy and avoid embarrassment. The vital issue is not to share lack of success with the rest of the students.

A student has struggled with math for as long as he can remember. Now, as an eighth grader, he resents having to do math, which often shows in his attitude towards the teacher and class. However, he still wants to understand the material and pass the class. He turns in his homework regularly, but does not always do very well on it. What strategy should the teacher employ to help him be more successful in math? A. Grade the student's papers more generously than those of students who do not struggle. B. Call on the student more often in class. C. Compliment the student on his work so that he will be motivated to turn it in. D. Check in with the student during in-class work time and answer his questions patiently.

D. Middle school students tend to respond best to a quiet check-in to be sure that they are on track. At that time or another private time, they can ask questions that they know the teacher will answer respectfully. Eighth-grade students are old enough to recognize when they are being falsely complimented and graded with different standards than their peers, so choices A and C are more likely to fail. Drawing attention to a student's difficulties by calling on him more often will only increase his resentment.

While in science lab, a student who is repeatedly off task and disruptive is pretending to make pancake batter by mixing chemicals together. The appropriate response is to A. tell the student to stop and stand nearby to make sure the student behaves. B. give the student to the count of ten to stop the behavior. C. make an example of the student so other students will not imitate the behavior. D. get the student out of the room and under the supervision of another adult.

D. Mixing chemicals is risky behavior. Because the student is repeatedly off task and disruptive, an immediate consequence is in order. A science lab class offers many distractions, and the teacher cannot ignore the rest of the students in order to control one child.

Norm-referenced tests A. contain questions based on predetermined standards. B. are used to determine what students know before instruction begins. C. determine whether students have mastered a skill set. D. discriminate between high achievers and low achievers.

D. Norm-referenced tests compare performance to a defined group of other test takers. All the other choices check performance on predefined criteria and would be called criterion-referenced.

A set of data with a low standard deviation A. consists of many small numbers. B. usually indicates inconsistent data. C. has a mean and median that are equal. D. is tightly grouped around the mean.

D. Standard deviation describes the average distance a number in the data set is from the mean of the set. In other words, it describes the spread of the data. The lower the standard deviation, the more tightly the data is grouped around the mean of the data set. It has nothing to do with the value of the numbers in the set itself.

Which of the following tasks requires knowledge of a concept? A. Converting a fraction to a percentage and a percentage to a fraction B. Constructing a 45-degree angle C. Calculating the area of squares, triangles, and circles D. Categorizing numbers as rational numbers, integers, or whole numbers

D. Students must have an understanding of each set of numbers in order to categorize new numbers. There is no step-by-step process, or strategy, to determine the set of a number. The other three answer choices use cognitive strategies to accomplish the task.

High school seniors at your school are required to pass a comprehensive, standardized, multiple-choice exam in order to graduate. What sort of assessment is this? A. Behavioral B. Formative C. Informative D. Summative

D. Summative tests, in effect, "sum up" what has been learned. Choice B is incorrect, because a formative assessment involves feedback that might change teaching practices.

During the first week of class, the teacher asks her students to write a nongraded, one-page paper about the event that has most impacted their lives. What is the primary purpose for this activity? A. To assess students' mental health B. To determine if students have the skills to be in the class C. To determine the expected performance level of the class D. To gauge the students' current writing abilities

D. The aim of the exercise is to motivate the class with a nongraded assignment that allows the teacher to assess each student's composition skills and to get to know each student better. Choice A would best be determined by a mental health professional. Choice B should have already been determined. Choice C could not be determined by a nongraded, one-page paper.

The four major steps to planning a lesson are: task analysis, determining objectives, determining goals, and identifying necessary prerequisite knowledge. In what order should those steps occur? A. Objectives, goals, prerequisite knowledge, task analysis B. Prerequisite knowledge, task analysis, goals, objectives C. Task analysis, objectives, goals, prerequisite knowledge D. Goals, objectives, task analysis, prerequisite knowledge

D. The first thing is to determine the overarching goal and then measurable objectives to reach that goal. A task analysis is completed to help guide the lesson plan, including determining the necessary prerequisite knowledge.

Suppose you want students to learn to distinguish between the words imply and infer. Which of the following sequences would be MOST effective? A. Have students apply the terms to their own examples and then explain the distinction. B. Be sure students can work without your direction, then ensure the skill is retained. C. Explain the distinction, then have students evaluate their own examples. D. Explain the distinction, then have students apply the terms to their own examples.

D. The first three choices are all out of sequence in one way or another. For instance, B is incorrect because students cannot work independently until a skill is retained.

When commenting on short essays written by students, which of the following would be the BEST strategy? A. Focus primarily on the mechanical errors such as punctuation and usage. B. Include at least one suggestion for improving the organization and unity. C. Include many more questions than statements of either praise or criticism. D. Make note of both the strengths and weaknesses.

D. The general principle in commenting on student writing is to be simultaneously encouraging and instructive. Choice A ignores other important components of good essay writing, while B makes assumptions about what students have difficulty with. Raising questions is a valuable tool, but it should be balanced with other types of feedback. Teachers should be clear in their expectations and evaluate student work in a straightforward manner.

The number occurring MOST frequently in a data set is called the A. distribution. B. average. C. median. D. mode.

D. The mode of any data set is the value that appears most frequently

After teaching a new, difficult concept, how should a teacher choose students to call on when asking follow-up questions? A. Move around the room in order. B. Randomly choose students. C. Work through the class roster. D. Pick students who volunteer.

D. The risk is high on new and challenging material and students who volunteer are willing to take the risk. Students who are not volunteering probably need more time to become comfortable with the new material. Once students have had time to practice the new concept, then randomly calling on students can be appropriate. When a pattern is followed to choose respondents, students tend to spend their time thinking about when they will be called on, rather than thinking about the questions.

A teacher is working on instructional objectives for a science unit, including one that reads, "Students will map the locations of recent earthquakes." Which of the following modifications would BEST improve the objective? A. Indicating why this skill is important to the unit B. Explaining why the objective is confined to recent earthquakes C. Aligning the objective with a course outline D. Specifying how students will map the required information

D. The teacher needs to indicate how she intends the students to map the earthquakes, not just that she intends it to happen. None of the other choices adds as much instructional value to the objective.

Which of the following activities, designed for a high school genetics course, contains the highest-level thinking skills? A. Students identify the symbols for recessive and dominant genes. B. Students bring in an article from a reliable news source on human inheritance. C. Students hand in notes and an outline they will use for an essay on recessive and dominant genes. D. Students predict genetic traits of offspring based on the genetic characteristics of its parents.

D. This activity requires the students to apply knowledge, rather than just collect or organize it.

Which of the following is an accurate definition of a "Standard Error of Measurement"? A. A measure of a student's susceptibility to errors on tests within a specific grade level and subject B. A measure of a particular question format's frequency of inaccurate assessment of student knowledge C. The threshold set by a state for the acceptable percent of teacher grading error D. The difference between the actual score that a student achieves on an exam and her hypothetical score.

D. This measurement is used to determine the accuracy of a test in gauging student knowledge.

Which study tactic would be MOST helpful for high school seniors preparing for a world history exam? A. Compare notes with another student. B. Use outside resources to find out more about subjects covered in class. C. Make flashcards of all important names and dates. D. Combine key points from the textbook and notes from class to create an outline.

D. This outline will give structure to assist with recall. Choice A is not structured enough to guarantee the activity will be worthwhile for all students. Choice B will only distract the students from the material they need to cover. Flashcards are good for remembering discrete pieces of information, but world history calls for broader understanding, so studying an outline is more effective.

Which of the following strategies BEST maximizes students' learning time? A. Use a quiet signal directly after the bell rings, then take attendance when the students are quiet. B. Explain to the students how their time for learning is limited, so they need to come in and be quiet immediately. C. Do not answer student questions at the beginning of class, but instead ask students to come before or after school to ask any questions. D. Have an assignment on the board for students to complete in the first five minutes of class while answering questions and taking attendance.

D. To maximize students' learning time, a teacher should ensure they are engaged in a productive activity. A short assignment to be done at the beginning of class can be part of the normal classroom routine, allowing the teacher to take care of necessary tasks while the students are working. While a quiet classroom may help a teacher move more quickly to the lesson, the students still will be waiting instead of working.

Which of the following first-day techniques is MOST clearly directed toward building a sense of community in the classroom? A. Giving students one or two examples of your personal interests B. Asking students to introduce themselves to the class and talk a little about their hobbies C. Telling students you will expect progress each and every day D. Describing a problem and solving it as a class

D. Working together builds community effectively. Working on a specific problem is preferable to an open-ended conversation, particularly on the first day. Choice A focuses on the teacher, not so much the classroom community. While choice B may help students learn each other's names, it does not establish a sense of community. As for choice C, you may want to tell students this, but the expectation will develop over time.

Students are often wary of literature because they do not feel it plays a role in their everyday lives, or that it is something too high-brow for them to appreciate. Which of the following is a teaching technique that will bring students' previous experience into the lesson? A. Remind students that they probably have read some of the poems and stories before. B. Tell students why you have chosen the poems and stories used in the unit. C. Ask students to tell what they know of the writers included in the unit. D. Ask students to talk about their favorite stories, songs, and movies.

D. You can safely assume that most students, perhaps all, have experience with stories told by family members and friends, rhymes, songs, movies, television programs, and more. You probably cannot expect all students to have read from a given set, as choice A assumes, nor to know about the writers, as in choice C. Choice B can be a valuable step, but it may not necessarily relate to students' previous experience.