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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