1.
For a grade placement, which of the following
tests would be best to administer to a 10-years-old Puerto Rica boy who does
not speak English?
A. The
Stanford - Binet Intelligence Scale.
B. The
Test of General Ability Test.
C. The
Otis-Lennon Mental Ability Test.
D. The
Arthur Point Scale of Performance Test.
E. The
Kuhlmann-Anderson Intelligence Test.
Answer: B
For grade
placement, the Spanish edition of the Test of General Ability would give the
teacher a quick overview of the boy’s vocabulary, mathematics skills, and
general aptitude.
2.
A teacher gives two forms of a standardized test
to a class of third-graders. She found that the amount of fluctuation between
class scores on both forms was as slight as reported in the test publisher’s:
A. Item
analysis
B. Standard
deviation
C. Standard
error
D. Validity
proof
E. History
of reliability
Answer: C
The standard error
of measurement is an estimate of the range of scores that might be expected if
one individual took the test several times. The smaller the standard error of
measurement, the more confidence a user can have in the score.
3.
A teacher who agrees with Higher that teaching
is an art, not a science will:
A. Focus
on the learning content.
B. Work
on teaching styles rather than content.
C. Seldom
use specific teaching techniques.
D. Maintain
that there is more to teaching than content, style, or techniques.
E. Do
none of the above.
Answer: D
Effective teachers
use style, content technique, and personality as they interact with pupils.
This combination is difficult to define. Some individual teachers have a positive
warmth that comes through to pupils regardless of learner differences, content,
or classroom environment.
4.
According to federal law, the education of
handicapped students:
A. Must
be conducted in special classes.
B. Should
be done in special schools.
C. Should
be done by tutors in the home.
D. Should
be a combination of A and B.
E. Must
be done in the “least restrictive environment.”
Answer: E
Plans of teaching
handicapped students must look to the “least restrictive environment” whenever
possible. Public law requires that the pupil be mainstreamed in to the regular
classroom rather than be taught in a class for the handicapped.
5.
According to Bruner, teacher working with young
children should :
A. Push
the children to maximum cognitive development as rapidly as possible.
B. Present
all information verbally so the children will listen well.
C. Present
new material from the concrete to the abstract.
D. Present
new information from the abstract to the concrete.
E. Use
punishment to improve concentration.
Answer: C
According to
Bruner, children learn when material is offered in an appropriate mode of
representation (enactive, iconic or symbolic). Bound children can work with
concrete materials, but not with abstract content.
6.
Bruner suggests the use of a spiral curriculum
in school planning. This curriculum would be based on:
A. Conservation
theories.
B. Pupil-selected
learning activities.
C. Appropriate
modes of representation.
D. Remediation
E. Expository
learning.
Answer: C
The curriculum
would be based on the mastery of three successively abstract modes of
representation-actions, images, and symbols. The ability to encode information
from all three modes is essential to the development of long-term memory.
7.
During class discussions, some high school
students tend to be argumentative rather than to listen to another person’s
viewpoint. The reason for this is their :
A. Egocentric
thought process
B. Use
of symbolic thought only
C. Need
for alienation
D. Gestalt
viewpoint
E. Inability
to use reversibility
Answer: A
Egocentric though
processes occur at several ages. The child aged 2-7 years, according to Piaget,
is characterized by ego-centrism. In asserting his or her independence, the
adolescent often reverts to egocentric mechanism.
8.
From the education viewpoint, intelligence is:
A. An
abstract concept
B. A
trait that can be manipulated
C. Good
judgment
D. A
form of behavior
E. A
and D above
Answer: A
Intelligence is an
abstract concept that, thus far, is difficult to define because it has a
multi-factor base. Some researchers have found evidence that as many as 100
factors may be involved in mental activity. Guilford’s “Structures of the Intellect” is an attempt to present the multiple
factors of intelligence.
9.
A new pupil in a fourth grade class seems
interested in school and is quite verbal but she cannot read beyond the
first-grade level. Before planning work for this child, which for child, which
of the following should the teacher do?
A. Give
her individual intelligence and achievement tests.
B. Limit
her current reading assignments.
C. Talk
to her parents.
D. Request
testing by the school psychologist.
E. Request
placement for her in a third-grade class.
Answer: D
Reading problems
seem to have multiple causations. Therefore the teacher should request testing
by the school psychologist to determine reason for the discrepancy between the
child’s interest and ability to learn.
10.
A teacher is writing new objectives for his
social studies class. He wants to advance the cognitive, effective, and
psychomotor skills of his students. Which of the following sets of behaviors
would best suit his program?
A. Campaigning
door-to-door for a mayoral candidate, spelling correctly the names of city
officials, joining a walk-a-thon to raise funds.
B. Sitting
in on a press conference, distributing leaflets.
C. Demonstrating
interest in government, painting posters, showing an interest in the lives of
the mayoral candidates.
D. Showing
tolerance for issues involved in the mayoral campaign.
E. None
of the above.
Answer: A
A learner’s
effective domain would be influenced by contact with potential voters on a
house- to-house basis. Learning to spell the names of city officials involves
the cognitive domain. Psychomotor skills would be involved in joining a
walk-a-thon for fund-raising purposes.
11.
Every taxonomy of educational objectives :
A. Describes
increasingly difficult learning activities.
B. Describes
levels of goals for learner development.
C. Suggests
evaluation measures for teacher use.
D. Classifies
learning outcomes.
E. Changes
broad learning goals to specify goals.
Answer: B
Every taxonomy or
classification of educational objectives aids teachers in planning strategies
and evaluation measures that are appropriate for their students’ current and
burgeoning skills.
12.
According to manager, instructional objectives
should be stated as behavioral objectives. A teacher should specify
quantitatively what a student will be able to do, rather than just what he or
she should know at the end of the behavioral objectives?
A. “The
student will explain the reasons for presidential primaries.”
B. “The
student will express himself or herself in class when the subject of primaries
is raised.”
C. “The
student will write a research paper on primaries.”
D. “The
student will demonstrate skills for democratic living.”
E. “The
student will list 2 qualifications for each of the 5 candidates and will get 8
out of 10 qualifications correct.”
Answer: E
This objective is
the most specific because it indicates exactly what the student must do at the
end of the instruction to get a passing grade.
13.
According to preliminary research, which of
these learning goals is facilitated by the use of classroom word processors?
A. The
organization of ideas and information.
B. Accuracy
in grammar and punctuation.
C. The
creative process of writing.
D. All
of the above
E. None
of the above.
Answer: D
According to
Beverly Hunter, the word processor tool itself helps students to realize that a
creative writing venture goes through several stages, both for catching
technical errors such as misspellings, and for continuous improvement in the
organization of ideas.
14.
A science teacher who spends much of her time
teaching concepts finds it is necessary to:
A. Encourage
the student to supply his or her own example.
B. Use
examples and non-examples.
C. Prevent
the learner from using non-examples.
D. Over-generalize,
to make a point clear.
E. Avoid giving non-examples.
Answer: B
Childhood concepts
are built from culturally determined words. Each pupil develops a ‘conceptual
map” that must be checked for accuracy against the objective world. When the
teacher offers both examples and non-examples of a concept, children learn to
discriminate between closely associate ideas.
15.
A mathematics teacher following Gagne’s theory
of learning believes that:
A. Learning
can take place under all conditions.
B. Learning
is mainly a matter of accurate discrimination.
C. Learning
takes place only when the student is in a receptive state.
D. Learning
is reinforced chiefly by classical conditioning.
E. Learning
is mainly a matter of thinking or chaining ideas.
Answer: C
Gagne believed
that because the individual interacts with the environment, learning cannot
take place unless the student is in a certain state, or readiness. Thus the
teacher must invest time and effort to bring students to the point where they
are actively processing signals and stimuli from the environment,
discriminating among these, forming and testing rules, and so on.
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