Q&A Hero

Q: A teacher's goal is for students to solve real-life problems. What does the text author say about the use of multiple-choice items to measure this goal? a) Multiple-choice items are appropriate because they involve selected response, not constructed response. b) Multiple-choice questions are appropriate as long as they are well written. c) Multiple-choice questions are inappropriate because they do not provide specific feedback. d) Multiple-choice questions are inappropriate because they are not similar enough to real-life problems.

Q: In the Learning Together a model of cooperative learning, students work in: a) homogeneous groups. b) randomly-assigned groups. c) heterogeneous groups. d) self selected groups.

Q: Adolescents attempt to develop a sense of identity by: a) hiding feelings that are not complimentary toward another person. b) trying out a variety of roles to test their fit. c) focusing on their present experiences without much concern about past or future. d) ignoring any indications by others that they are being viewed negatively.

Q: Which of the following is one of Gronlund's principles regarding the preparation of achievement tests? a) Achievement tests should define clearly measured values. b) Achievement tests should include corresponding desired outcomes of learning. c) Achievement tests should be broad enough to fit many uses. d) Achievement tests should be as reliable as possible and interpreted with caution.

Q: Ms. Eagen uses a Jigsaw II cooperative learning group activity in her language arts class. Each member of the group receives a topic on which to: a) write an essay. b) develop an outline. c) teach the whole class. d) become an expert.

Q: Which of Marcia's identity status levels is associated with the highest degree of anxiety for adolescents? a) Identity diffusion status b) Moratorium status c) Foreclosure status d) Identity achievement status

Q: A teacher wanting to increase the reliability of a test should try which of the following strategies? a) Use more items that none of the students can answer correctly. b) Increase the number of test items. c) Add more easy test items. d) Increase the proportion of items that are marginally related to the objectives being taught.

Q: Which of the following type of objectives is most appropriate for cooperative learning methods such as STAD? a) affective b) psychomotor c) well-defined d) unspecific

Q: Elementary students have developed ideas about their strengths and weaknesses. Their perception of these qualities is referred to as: a) self-actualization. b) decentered thought. c) self-concept. d) self-absorption.

Q: In designing an achievement test for students, a teacher's major concern should be that the test: a) measures what students are capable of doing rather than what they have done. b) includes both objective questions and essay questions. c) matches the instructional objectives for the material covered. d) include items for each of the six levels of Bloom's taxonomy.

Q: What component of STAD is designed to give each team member an equal opportunity to contribute to the team points? a) Points are based on improvement rather than absolute score. b) Students take the quizzes in groups. c) Teams are composed of like-ability members. d) Any student who passes earns the maximum number of points.

Q: Brianna and Grayson each have a bucket of blocks and each is building a tower with the blocks on the floor. Brianna runs out of square shapes and sees that Grayson has some left. She asks Grayson for one, offering to trade a triangle in return. Grayson makes the trade and asks Brianna is she will trade another triangle for a square. Brianna and Grayson are engaged in: a) solitary play. b) cooperative play. c) associative play. d) parallel play.

Q: Which of the following statements concerning comparative grading is correct? a) The grading of comparative evaluations on course content should make some provision for effort. b) Comparative evaluations are currently considered unnecessary. c) Comparative evaluations must emphasize fair, reliable assessment of student performance. d) Comparative evaluations must be conducted frequently.

Q: The Student Teams-Achievement Division involves: a) cooperative learning within small mixed ability groups. b) competition between individuals, within their small homogenous groups. c) small-group preparation for standardized assessments. d) achievement division standards applied to grade level.

Q: Solitary play is often carried out: a) by modeling peers' behavior. b) as children begin to engage in more complex pretend-play. c) with toys. d) by those children who have the most secure relationships with their parents.

Q: A teacher is discouraged by students' lack of interest in class. If the teacher decides to use grades as motivators, which of the following strategies would be most useful? a) Use clear criteria so that students can understand how grades are earned. b) Give students a few weeks to get a test off their minds, before giving them test feedback. c) Reduce the number of tests given. d) Use comparative standards for grading.

Q: Mr. Wright uses a constructive writing process in his class. In Mr. Wright's class students work: a) with detailed outlines of expectations. b) in small groups or teams working together. c) individually on assigned lessons. d) with tutors who scaffold them.

Q: A nursery school teacher tells a mother that her child engages in parallel play. The teacher might see the child frequently playing: a) competitive games in which only one child can be the winner. b) alone with toys. c) with children joined together to achieve a common goal with mutual influence. d) in the same activity side by side with other children with very little interaction.

Q: A teacher wants to use evaluations to increase student effort. Which of the following strategies would be desirable? a) Keep students guessing about what they have to do to get a good grade. b) Reduce the difficulty of the test so that 90 percent of the students reach mastery quickly. c) Evaluations should be given frequently, with clear criteria. d) Employ different grading standards for different students, based on ability levels.

Q: Ms. Fannin is using a reciprocal teaching approach in reading. She assigns and passage for them to read. What is the next step? a) Predict what will happen. b) Complete a pretest. c) Develop a list of goals. d) Generate questions.

Q: The stages of personal and social development are played out in constant interaction with others and with society as a whole. During initial stages, the interactions are primarily with: a) parents and other family members. b) the school. c) social networks. d) the individual.

Q: After considering the goals and strategies of evaluation, the text author concludes that teachers must choose different types of evaluation for different purposes. At a minimum, how many types of evaluations should be used to assess student learning? a) One b) Two c) Three d) Four

Q: Mr. Overby is initiating reciprocal teaching with a group of six students of high, average, and low ability. Who should be the teacher for the first segment of learning? a) Mr. Overby b) a student of low ability c) a student of high ability d) a student of average ability

Q: According to Erikson, parents who are severely punish children's attempts at initiative will make children feel guilty about: a) bonding. b) their natural urges. c) developing identity. d) maintaining integrity.

Q: Criterion-referenced evaluations focus on: a) assessing student mastery of specific skills. b) selected-response test items. c) comparisons of a student's scores to those of other students. d) affective and psychomotor objectives.

Q: Which of the following is the best example of reciprocal teaching? a) The teacher asks a small group of students questions about material they have just read. Later, the students model the teacher's behavior, generating their own questions for the group. b) After the teacher has presented a lesson, students work in teams, making sure that all team members learn the material. c) Each student from a group becomes an "expert" on a different segment of the overall assignment. Then they put the segments together, like a puzzle. d) Students discover principles by conducting experiments on their own.

Q: According to Erikson, vigorous exploration of physical and social behavior is a behavior typical of children in which stage? a) Trust versus mistrust b) Autonomy versus shame c) Autonomy versus doubt d) Initiative versus guilt

Q: Which of the following practices illustrates norm-referenced evaluations? a) The five highest-scoring students receive A's, the next five receive B's, and so on. b) Students are given the average of their five tests as a final grade. c) Different letter grades are awarded on the basis of students reaching specific cutoff scores. d) Students' lowest test grade is omitted and the other grades are averaged to obtain a final grade.

Q: Who is the primary cultural agent guiding instruction in assisted (or mediated) learning? a) A student b) The teacher c) An author d) An outside resource person (e.g., librarian)

Q: Erikson hypothesized that individuals pass through several psychosocial stages of development. How many stages are in Erikson's psychosocial development theory? a) Eight stages b) Four stages c) Ten stages in an overlapping hierarchical pyramid d) Six stages with a crisis to be resolved at each

Q: Which of the following descriptors best characterizes the results of a norm-referenced test? a) yields a list of remediation strategies to help low achievers b) shows the achievement differences between students c) gives teacher feedback on how well students can perform a set of skills d) helps teacher revise lessons covered on the test

Q: Discovery learning promotes the advantage of arousing student curiosity and motivation. Which of the following is the most commonly used form of discovery learning? a) regulated discovery learning where the teacher requires students to follow strict rules. b) approximate discovery learning where students theorize approximate details. c) guided discovery learning where the teacher gives clues and structures portions of an activity. d) self-discovery learning where students use their own schemata and perceptions.

Q: According to Erikson, a psychosocial crisis is: a) a crisis of faith. b) a set of critical issues that individuals must address as they pass through life stages. c) a crisis brought on by adolescent changes in hormones. d) an imaginary set of problems created by media exposure.

Q: Mrs. Rubeo will be giving a unit test in three weeks. At present she is giving students daily problem sets to find out which material needs reteaching before the unit test. Mrs. Rubeo's use of the problem sets is an example of: a) evaluation as incentive. b) task analysis. c) summative evaluation. d) formative evaluation.

Q: Which of the following statements best characterizes scaffolding? a) The teacher's role is consistent throughout a set of lessons. b) As a set of lessons progresses, students are given more and more structure. c) The teacher gradually assigns the students more responsibility for their learning. d) The teacher initially gives the students major responsibility for their learning, and then reduces it over time.

Q: A set of principles that relates social environment to psychological development is: a) psychosocial theory. b) certification pointer. c) prosocial behavior. d) psychosocial crisis.

Q: The purpose of evaluation that provides data for judging teachers, schools, districts, or states, is called: a) feedback. b) information for certification. c) information for accountability. d) incentives to increase student effort.

Q: Eddie is a seventh grader who knows how to break complex problems into simpler steps, how and when to skim, and how and when to read for deep understanding. What key concept of constructivist theories of learning best describes Eddie? a) Reflective thinker b) Self-regulated learner c) Dependent learner d) Impulsive thinker

Q: How did Bronfenbrenner view development? Describe Bronfenbrenner's model and his main contribution to the field of developmental psychology. What was his critique of the Piagetian view?

Q: Which of the following is true regarding evaluation as feedback? a) It should not be critical of a student's work. b) It should be as specific as possible. c) It should consist of a letter grade. d) It should encourage the student to make external attributions.

Q: Which one of the following statements applies to discovery learning? a) Math and reading are the most suitable subjects for this approach. b) Knowledge is a product, not a process. c) Teachers encourage students to experiment and discover. d) No teacher input is permitted during a discovery lesson.

Q: A middle school teacher arranges his classroom so students sit in straight rows of desks, one in front of the other. He does this to promote compliant behavior and is pleased that students are quiet and attentive during lectures. However, students do not ask questions or discuss ideas. After lectures, the teacher assigns independent seat work. According to Vygotsky, will this teaching style be effective? Give at least two reasons to support your answer.

Q: The key idea that Bloom's taxonomy offers to teachers is that: a) assessment is an exact process. b) lower-level skills should be replaced by higher-order skills. c) higher-order skills should be reserved for college-level classes. d) in planning a lesson on a given topic, there are many levels of skills to consider.

Q: Constructivist approaches to teaching typically make extensive use of cooperative learning. Why is this? a) Students understand concepts better if they can talk with each other. b) There is less need to challenge students' misconceptions. c) It allows teachers time to work individually with students. d) It gives the teacher opportunities to research other methods.

Q: Describe the four main teaching implications drawn from the developmental ideas of Piaget.

Q: The purpose of a behavior content matrix is to: a) show the levels of learning that each part of a lesson addresses. b) organize a lesson presentation. c) identify affective outcome levels. d) facilitate the collection of reinforcement data.

Q: Which of the following teaching strategies would a constructivist be most likely to advocate? a) Direct instruction b) Timed tests c) Drill and practice d) Cooperative learning

Q: The following are examples of Piaget's concept of equilibration. Analyze two of the following scenarios and identify in each: a) The source of disequilibrium b) The accommodation taking place c) The resulting new scheme - Baby Natalie can feed herself applesauce with her fingers with relative ease. Her mother introduces the spoon and encourages Natalie to feed herself. Natalie dips the spoon in the applesauce but turns the spoon on the way to her mouth and the applesauce drips off. After some practice Natalie learns how to keep the applesauce on the spoon. - Eli sees some groups of numbers on a gravestone (1899-1950). He appears to be thinking about the numbers and his lips are moving and he is speaking under his breath. Then he looks perplexed and says, "But you can"t really call them can you, if they are dead?" Eli's turns to his mom for clarification. - Alonzo begins reading his textbook and knows from his high school psychology class that cognitive development begins with the "formal operations" stage. While skimming his text he discovers that children first develop operations in the Concrete Operational stage. He carefully reads the section on cognitive development.

Q: Ms. Dickson observes that after reading a research report, her students can use principles of good experimental design to point out flaws in the researchers' procedures and conclusions. What is the highest-level objective from Bloom's taxonomy that Ms. Dickson's students have met? a) Knowledge b) Comprehension c) Application d) Evaluation

Q: Vygotsky's constructivist theories are characterized by four key concepts for classroom instruction: zone of proximal development; cognitive apprenticeship; scaffolding or mediated learning; and: a) social learning. b) shaping. c) receptive learning. d) schemata learning.

Q: Early literacy developments depend on: a) A student's gender based preferences for literature b) Cultural awareness c) Children's experiences at home and their learning about books and letters d) Social experiences outside of the home

Q: Which of the following is the lowest level of objectives in Bloom's taxonomy of educational objectives? a) Knowledge b) Application c) Synthesis d) Comprehension

Q: What role should the teacher play in the classroom when using a constructivist approach? a) Interested bystander b) Conveyer of knowledge c) Facilitator d) Remediator

Q: Knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school is known as: a) Oral language b) Emergent literacy c) Language acquisition d) Phonics instruction

Q: Which of the following statements is a critical principle of assessment? a) Assessment and objectives must be clearly linked. b) Affective objectives must be assessed. c) Everything that is taught must be assessed. d) Standardized tests should be used to measure general classroom learning.

Q: Constructivist theories of learning are based on the idea that learners: a) individually discover and transform complex information. b) participate in bottom-up instruction. c) are compliant recipients of knowledge. d) should be placed in constructive ability groups.

Q: The importance of the bioecological approach is in emphasizing: a) The interconnectedness of the many factors that influence a child's development b) The social aspect of children's learning and development c) The focus on the child as a unique individual rather than a miniature adult d) The environmental influences that impact the developmental process

Q: Because objectives are stated in terms of how they will be measured, it is clear that objectives are closely linked to: a) comprehension. b) knowledge. c) analysis. d) assessment.

Q: An integral component of learning is readiness. Name the term for an "attitude of readiness," and describe ways that teachers can establish an attitude of readiness in students. When should this be done?

Q: An example of the Vygotsky notion of scaffolding would be: a) A mother helping a child learn to ride a bike b) Students taking a test c) A teacher passing out new supplies d) A father taking his children for a ride in the car.

Q: A measure of the degree to which instructional objectives have been attained is called: a) comprehension. b) task analysis. c) backward planning. d) assessment.

Q: Rank in order the following steps of a direct instruction lesson. ________ present new material ________ provide independent practice ________ orient students to the lesson ________ assess performance and provide feedback ________ state learning objective ________ provide distributed practice and review ________ review prerequisites ________ conduct learning probes

Q: From Vygotsky's view point, which would be the best description of developmentally appropriate activities? a) Teach to the test so students know what is expected. b) Focus on skills not yet developed and infuse these into the curriculum c) Encourage students to reflect on skills gained independently d) Select tasks that range from those requiring the assistance of others to those they can accomplish alone.

Q: The final step in backward planning is to: a) write objectives for large units of instruction. b) estimate the amount of class time to spend on each unit objective. c) plan daily lessons. d) establish long-term course objectives.

Q: After three years of declining achievement test scores, the West Rockaway school board voted 12"1 in favor of adopting a standard direct instruction model for use by all teachers in the district. Their rationale was that if all teachers were trained and were required to use the model, student achievement would improve. During the fall inservice, teachers received training and were told to post the steps of the model in their classrooms, and use it for all their lessons. Dr. Feinman, an elementary principal in the district who attended the inservice, thought to herself, "This is a great idea. I can evaluate my teachers on how well they can follow the steps of the model. No more heated discussions with teachers who argue that a poor evaluation is just a difference of opinion in teaching philosophies." Across the table from Dr. Feinman sat Mr. Casey, a third-grade teacher at West Rockaway Elementary School where Dr. Feinman was principal. His thoughts were the opposite of his supervisor. "This is a sad day for teachers. First we're given curriculum guides from the state, lesson plans from textbook manufacturers, and now we're being told that we have to teach in one way and one way only. What was the point of all those years of college to learn how to teach? Doesn't anyone trust me to be professional?" From what you have learned in the chapter, discuss the school board's plan. Do you think the plan will work? Why or why not? Discuss what the school might be like after six months, a year, and five years after implementation of the plan.

Q: Symbols that cultures create to help people think, communicate and solve problems are referred to as: a) Private speech b) Zone of proximal development c) Abstractions d) Sign systems

Q: Which of the following is a recommended use of testing in conjunction with backward planning? a) Be sure that each objective used in developing the unit test is covered by the same number of items. b) If you construct a test as part of backward planning, use exactly the same items when you give the test at the end of your actual course unit. c) Construct a preliminary version of the unit test before the unit has been taught. d) Base your course objectives on ready-made unit tests that are provided by textbook publishers.

Q: How is small-group discussion different from whole-class discussion? What is the role of the leader during a small-group discussion activity?

Q: Instruction adapted to the current developmental stage of the child is called: a) Developmentally appropriate b) Developmentally accelerated c) Diagnostically aligned d) Adaptive curriculum

Q: Increasingly, states are establishing standards for subjects and assessments. These standards should: a) guide teachers' planning of objectives and lessons. b) guide teachers and parents during conferences. c) guide parents in selecting schools for their children. d) guide school boards in hiring new staff members.

Q: How is a whole-class discussion activity different from a typical (e.g., direction instruction) lesson? What type of information is learned best through discussion?

Q: The abilities that make up formal operational thought include: a) Metacognition, hypothetical weighing of negatives, and conceptual workings. b) Thinking abstractly, testing hypotheses, and forming concepts. c) Brainstorming, collaborating, and building. d) General articulation, critical thinking, and creative conceptualization.

Q: A teacher uses a backward-planning strategy in designing a course. The teacher should plan individual lessons: a) after establishing course and unit objectives. b) as the first step. c) after establishing course objectives but before establishing unit objectives. d) after constructing the final exam.

Q: A teacher is a firm believer in teaching for transfer. If the teacher is to teach a lesson on grammar for fifth graders, what activities might be included?

Q: You are teaching a tenth-grade class of average ability students. Your lesson involves abstract ideas. Which of the following would be the most accurate supposition you could make about your class as you plan activities? a) Most of your students have not progressed beyond the concrete operational stage. b) Although many students may have reached the formal operational stage of development, you can"t be sure those who have will be able to apply it to your lesson. c) All of the students should have mastered hypothetical reasoning at this stage and should be able to handle the abstract concepts of the lesson. d) All of your students are ready to apply formal thought to the different aspects of your lesson.

Q: What is the first step in the process of planning a task analysis? a) Find adequate means to measure the attainment of the desired skills. b) Identify what skills students should have before the new lesson is taught. c) Discover what portions of the lessons are likely to interest students. d) Assemble the subskills into a hierarchy.

Q: Classroom lessons often focus on teaching conceptscategories under which specific elements may be groupedin two ways. What are the ways? Give an example of each. If you were teaching the concept of positive reinforcement, you would be selecting examples to aid student learning. Describe the sorts of examples you would use: to ease initial learning, and then to maximize students' ability to apply the concept to new situations.

Q: In the formal operational stage, the preadolescent is beginning to think: a) Constructively b) Abstractly c) Intelligently d) Reasonably

Q: A teacher uses task analysis in designing a lesson. A benefit that the teacher is likely to realize from this process is: a) encouraging students to work and learn independently. b) allowing students to make important decisions about what they should and should not attend to. c) gaining increased awareness of the subskills students need for mastering more complex skills. d) discovering creative ways to make a subject relate to students' lives.

Q: How well do findings from research support the effectiveness of the direct instruction approach? What research questions still need to be considered?