LET Reviewer (Material 47) - LET EXAM - Questions & Answers

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LET Reviewer (Material 47)


1.       A teacher is planning to use diagnostic-prescriptive techniques with his sixth-grade class. Which of the following is NOT likely to be a part of his plan for DPT?
A.      Sets of behavioral objectives relevant to the unit he will teach.
B.      Test to determine each student’s needs.
C.      Activities designed for remediation of student learning problems.
D.      Criterion-referenced tests.
E.       Class directions for using certain materials.
Answer: D
Ina diagnostic-prescriptive teaching situation, the teacher attempts to diagnose individual difficulties and to prescribe remediation procedures. Criterion-referenced tests are measures that require a certain level of performance to meet grade standards.

2.       Critics of behavior-referenced instruction find that it limits students in all of the following areas EXCEPT in:
A.      The range of behavior objectives associated with such instruction.
B.      The expectations for performance held out to gifted students.
C.      Opportunities for student decision-making.
D.      The accuracy of evaluations possible with such instruction.
E.       Opportunities for students input at the planning stages.
Answer: D
Evaluation for behavior-referenced instruction can be quite accurate, since standards odf success are expressed in terms of anticipated goals or outcomes.

3.       John’s first-grade teacher ignores him when he leaves his place once or twice during the period. His teacher is attempting to:
A.      Decrease undesirable behavior by ignoring it.
B.      Reinforce the desirable behavior of others.
C.      Allow time out for undesirable behavior.
D.      Prevent other students from engaging in undesirable behavior.
E.       Establish who’s in control.
Answer: A
Behavior that is not desirable can be extinguished by ignoring it. To get his teacher’s attention, John to encourage in desirable behavior, that is, to seat and attend to his lessons.

4.       To reduce the probability that a student will repeat undesirable behavior in the future, a teacher should:
A.      Reward that student’s undesirable behavior.
B.      Reprimand the student for inattention in class.
C.      Make work more interesting for the students.
D.      Involve the student’s parents in special counseling sessions.
E.       Assign busy work to the student.
Answer: A
The teacher must provide attention and rewards for desirable behavior to reduce the tension created by undesirable behavior and to indicate appropriate substitutes for release of the student’s energioes.

5.       Self-control in the classroom can be taught to students by:
A.      Encouraging them to penalize themselves for inappropriate behavior.
B.      Suggesting forms of self-instruction, such as “Stop, look, and listen” or “Count to 10 before saying anything.”
C.      Reprimanding the students on a continuous basis.
D.      Encouraging them to criticize one another.
E.       Ignoring their presence and contributions until they improve their behavior.
Answer: B

Control of a student’s behavior should be transferred from extrinsic sources – in this case, the efforts of the teacher or other pupils – to his or her own powers of self-direction. Self-control is difficult and takes time and patience.

6.       At varying intervals during the work period, the teacher smiles, nods, or talks to Kim, a child who has difficulty with arithmetic. The teacher will probably find that Kim works for longer period because of:
A.      The expectation of regular reinforcement.
B.      The surprise element in the reinforcement.
C.      Her competitiveness with other students for recognition.
D.      Other rewards expected from the teacher.
E.       An increased liking for arithmetic.
Answer: B
The use of intermittent reinforcement tends to keep pupils on task for longer periods of time than does regular reinforcement because the child does not know when the teacher will check the work.

7.       Behaviors learned in Head Start and another preschool programs tend to be:
A.      Of permanent value to children.
B.      Of little value to children.
C.      Lost, unless a “follow-through” program is done at the next level of study.
D.      Of decreasing value as children mature.
E.       Diluted by other experiences in the child’s life.
Answer: C
Pupil’s gains in any preschool program can be lost unless the same type of work is continued at the level of study. Neglecting to practice and to use physical, social, or especially in young children.

8.       In talking to teachers about the need for sensitivity toward pupils with behavior problems, a counselor will emphasize all of the following EXCEPT:
A.      Awareness of the child’s felling.
B.      Empathy for the child.
C.      The need for a variety affective goal.
D.      The value of reprimands followed by punishment.
E.       The use of reinforcement and warmth.
Answer: D
Children who have behavior problems need less punishment and more positive reinforcement, success experience, and empathy.

9.       A teacher likes to use essay questions with his world history class. Students often complain that they know information that he does not ask. Another disadvantage of teacher-made tests is that:
A.      They may lack reliability.
B.      They may be written at inappropriate levels of difficulty.
C.      They may favor the test-talking skills of some students over others.
D.      They may contain a mixture of criterion-referenced and no referenced items.
E.       All of the above are true.
Answer: E
Teacher –made tests of a non-objective type can be especially problematic. Essay questions tend to cover only a few topics because of the time allotment, and may be no more than a sample of the teacher’s favorite topics. Students who have difficulty with spelling and with conceptual formulations may not do well, even when they know the content.

10.   When using objective test, a teacher will NOT be able to:
A.      Compare student’s performance
B.      Find the mode
C.      Evaluate students’ ability to gather data and derive conclusions
D.      Do item analysis
E.       Rank students
Answer: C
Following an object test, a teacher is able to rank students, find the mode, and locate the most difficult questions by item analysis. But to evaluate students’ ability to gather data and develop generalization, a teacher must use other forms of assessment, such as essay questions.

11.   When a teacher reports the outcome of norm-referenced objective tests, he or she includes:
A.      The performance of all students in the class.
B.      The objectives that were to be measured.
C.      The items missed by each student.
D.      The mode for the group.
E.       All of the above.
Answer: E
Student progress is reported according to the objectives that were established before a test, the items each student missed, and the performance of the whole class as reflected by the mean, median, and mode.

12.   A teacher planning to use a criterion-referenced measurement presumably would begin with:
A.      A set of specific objectives for pupil achievement.
B.      Varying norms of students of different abilities.
C.      Modular scheduling.
D.      A variety of learning experiences to determine student abilities.
E.       Pupils-teacher conferences.
Answer: A
Objectives must be establish at the outset, so that each pupil knows what is required for a certain grade, what the passing level is, and what the promotional requirements are.

13.   Standardized tests for measuring pupils achievement have many advantage over teacher-made tests. Which of the following is NOT an advantage of standard tests?
A.      Students are tested under matching conditions.
B.      Such tests have high reliability.
C.      Such tests have high variability.
D.      The norms are based on nationwide testing.
E.       Such tests are most constantly than teacher-made tests.
Answer: E
Standardized test cost more per pupil than teacher-made tests, but have many other advantages in terms of norms, validity, and so on.

14.   A non-participating classroom observer can provide valuable information to a teacher because:
A.      The observer is probably less subjective than the teacher.
B.      The observer can speed full time recording observations.
C.      The observations can focus on certain behavior and systematically code them for a report.
D.      All of the above are true.
E.       None of the above is true.
Answer: D
An impartial observer who sits in a classroom for a day can give a wealth of valuable information to a teacher because of the time available for observing and recording student behaviors, pupil-teacher interactions, and problems in the areas of discipline, student response-patterns, and the teacher’s handling of pupil needs. An impartial observer can focus on either a few pupils or the entire class. Not knowing individual pupils, such an observer is unlikely to have preconceived ideas about any pupil.

15.   Which of the following is a limitation of self-report instruments?
A.      The validity of such measurements tends to be poor.
B.      Students may feel pressured to make statements acceptable to their peer groups.
C.      Students may not want to answer certain personal questions truthfully.
D.      A, B and C above.
E.       None of the above.
Answer: D
Subjective self-report instruments such as autobiographies, interest inventories, and reading reports may bear the effects of a student’s needs to give answers that will place him or her in a favorable light. Peer pressure may influence a student to conform to group ideas rather than reveal individual beliefs, feelings, or interests.

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