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FTCE Professional Education Test Questions with Answers
1. What is an indication of the IQR (Interquartile range) ?: It gives you an indica tion of how much
the data values "stretch" from the center of the data. IQR = Q3 - Q1. The IQR contains the center 50 percent of the data.
2. What is an advantage of criterion reference assessment over norm-refer- nce?: An advantage of
criterion-referenced tests over norm-referenced tests is their diagnostic, placement, and remediation use. Teachers in Florida are expected to analyze student performance data to address remediation needs of individual students.
3. Formative assessment: occurs before and during instruction. It is critical to teachers'
instructional decision making. Formative assessments include screening, diagnostic, progress monitoring, and various informal classroom assessments.
4. Summative assessment: occurs after instruction has taken place at the end of an instructional
unit, regular grading period, or school year. Summative assessments include outcome assessments and report cards.
5. Screening assessments: are administered to all students. BOY ( baseline), MOY (midyear), EOY
(end of the year).
6. Diagnostic assessment: are administered (usually individually) to selected students for the
purpose of identifying learning strengths and weaknesses with critical skills and concepts.
7. Progress monitoring assessments: are regularly administered (that is, dynam ic, ongoing)
assessments used to evaluate students' academic progress for the purpose of making data- based decisions regarding instruction and interventions.
8. When should progress monitor assessment should be used?: Progress monitoring should occur
routinely (weekly, biweekly, or monthly) and use valid and reliable assessments that are sensitive to small changes in student academic performance.
9. Informal classroom assessment: Informal classroom assessments include teacher
observations, anecdotal records, classroom questioning, checklists, guided practice, student activities, portfolios and work samples, projects and products, teacher-made quizzes and tests, and homework. Progress reports.
10. Outcome assessments: Outcome assessments include the end-of-year statewide,
standardized assessments; standardized norm-referenced tests; and end-of-grading period assessments. Data from these assessments are used to evaluate the effectiveness of the instructional program.
11. What are two type of summative assessments?: Outcome assessments and report cards.
12. Assessment that occurs at the end of an instructional unit is
assessment.: summative
13. Formative assessments that are designed to identify a student's strengths and weaknesses are
assessments.: diagnostic
14. What are the types of formative assessments?: Screening assessments, diagnostic,
progress monitoring, informal classroom assessment.
15. What does reliability refferest to?: Reliability refers to the consistency of a measurement
over time and repeated measurements. If a teacher gives alternate forms of the same test periodically over several months and the students' performance scores remain relatively the same, the test has reliability.
16. Validity: has to do with whether the assessment instrument measures what it is supposed to
measure. Validity can be determined by comparing a test score against some separate or independent observation of whatever is being measured. If a teacher wants to measure math
assessment of music, art, drama, and physical education.: Performance as- sessments
26. are usually more evident in science, math,
social studies, and language arts.: Process/ product assessments
27. is a term used to describe a tradition-
al teacher-made test composed of true-false, multiple-choice, matching, fill-in-the-blank, or essay (commonly called constructed response) questions.- : Traditional assessment
28. questions depend less on teacher judgment when grad- ing,: Objective
29. questions require more teacher judgment in the scoring process.:
subjective
30. the team is the group of individuals who make decisions about the services
and accommodations or modifications provided to a stu- dent with a disability.: (IEP) Individual Education Plan
31. The team is the group of individuals who make decisions about the ESE
services provided to students identified as gifted.: (EP) Edu- cation Plan
32. The IEP team must meet at least a year to review the IEP.: once
33. During an IEP the regular education teacher is: The regular education teacher is a full
participant in the development of the IEP, including the determination of intervention strategies and accommodations, appropriate supplementary aids and services, and program modifications.
34. The EP team must meet at least once every years for students in
kindergarten through grade 8 and at least once every years for students in grades 9 through 12.: 3, 4
35. An (also called a grade-level team) consists of two or more
teachers from different subject areas who collaboratively plan for the students they commonly instruct.: interdisciplinary team
36. What is section 504 plan ?: A Section 504 plan is designed to ensure that students with
physical or mental disabilities that substantially limit a major life activity are provided with the same opportunity as other students without disabilities to learn at school (Section 504 of the Rehabilitation Act of 1973). The team that determines a student's eligibility for special services under Section 504 writes the plan and is called the 504 team for the student.
37. W
hen a parent, teacher, or other member of the school staff raises a con- cern about a student's behavior or academic progress, a
49. Preoperational is characterized by what children lack---: reversibility, con- servation
50. involves fitting new information into existing mental structures,
which Piaget called schema.: Assimilation
51. According to Piaget Accommodation requires...: requires modifying current schema or
creating new schema in order to take the new data or information into account
52. Piaget three type of knowledge:: Physical, logical-mathematical, and social knowledge.
53. What is sensorimotor cognition: birth - age 2. Learning is through the senses and motor
development and through trial and error.
54. What happens during preoperational stage of cognition stage?: stage, from ages 2 to 6,
children are highly imaginative, and they enjoy games of pretend. Egocentric, centration, symbolic thought.
55. During preoperational stage of cognition children lack-: reversibility and conservation
56. During concrete operational stage,: ages 7 to 11, children develop the ability to take another
point of view(decenter). -can think of the whole and its parts simultaneously (class inclusion), and can arrange objects in sequential order (seriation).
57. The last stage of development, begins at
about age 12 and continues to adulthood. Adolescents who reach this stage begin to think more easily about abstract concepts,: formal operational
58. Jerome Bruner view learning as a process, what are Bruner cognitive development?:
enactive mode --->Iconic mode ---> Symbolic mode.
59. Lev Vygotsky's 1978 work is based on the premise that learning cannot be understood without
consideration of its cultural and social context.:
60. The development is the gap between a student's independent
level of problem-solving ability and the student's potential level of problem-solving ability that can be achieved with assistance from an adult or more capable peer (Gestwicki, 1999).: zone of proximal
61. field (having the ability to perceive objects without being influenced by
the background): independent
62. field (having the ability to perceive objects as a whole rather than as
individual parts).: dependent
63. learners rely on physically experiencing it;: concrete
64. is a learning theory based on using immediate conse- quences to either
weaken or strengthen a learner's observable response.: - Behaviorism
65. reinforcement: pleasant consequence that follows a behavior, is an essential strategy
associated with a behavioristic approach to learning.
66. When using extrinsic reinforcement, most teachers prefer to use
, in the form of things given to students (such as tangible rewards or special privileges): positive reinforcement
67. , which is removal from a situation per- ceived by
the student to be unpleasant (such as a night off from doing homework).: negative reinforcement
68. Extinction ( behaviorism): Extinction is the process of weakening and even- tually
eliminating the occurrence of a behavior usually through the removal or withholding of reinforcement.
69. Positive punishment: Positive punishment involves giving an undesirable con- sequence (for
example, extra work) in order to deter undesirable behavior.
new concepts, developing new skills, and figuring things out for themselves
79. in , students create a presentation as an
end-product to the investigation,: project-based learning
80. in , students present their
results, but an end-product might or might not be required.: problem-based learning
81. teaching, developed by Palincsar and Brown (1984), is
designed to increase students' reading comprehension.: Reciprocal
82. Differentiated instruction is the practice of matching instruction to stu- dents' needs.:
83. Skilled facilitators use questions (open-ended
questions that allow many correct responses) to engage students in high- er-level thinking and generate ideas, reactions, or opinions: divergent
84. Facilitators employ questions (closed-ended ques- tions that
have a limited number of correct responses) to obtain facts,: con- vergent
85. Active listening skills include:: repetition, paraphrasing, summarizing, asking questions
86. Prompting or asking leading questions: is the technique of providing hints or suggestions to
encourage students to keep trying and not give up. Wait time.
87. Redirecting is the technique of: posing a question or prompt to students for a response or to
add new insights.
88. Metacognition is the process of: thinking about and monitoring one's own thinking. It refers
to a person's awareness of, reflection on, understanding of, and control over his or her mental operations.
89. Metacognitive strategies can be achieved through the following steps:: 1. Direct explanation 2.
Modeling 3. Guided practice 4. Application
90. reasoning is the process of drawing a general conclu- sion based on
one or more examples.: Inductive
91. reasoning is the process of using an accept- ed rule to
draw a conclusion about a specific example. Syllogistic reasoning and conditional reasoning are part of reasoning.: de- ductive
92. West Virginia State Board of Education v. Barnette (1943): prohibited schools from requiring that
students participate in flag salutes or other patriotic ceremonies as a part of the school
what the students know. There are four main types of formal assessments: Standardized tests Program tests Essay tests Criterion-referenced tests
