TEPC PRACTICE TEST 1 QUESTIONS
AND ANSWERS
Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population.
She includes the following art appreciation activity in her eighth-grade unit on painting.
She shows students slides of paintings exemplifying each of the following three genres:
portraits, landscapes, and still-lifes. Afterward, students engage in a small group activity
in which they are given 20 numbered postcards displaying reproductions of painting and
are asked to classify the painting by genre. Ms. Hanson tells them to make their choices
based on observations they made during the slide presentation. She then asks each
group to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each
painting according to its genre. Use the Other c - Correct Answers -Prefer constructing
knowledge to receiving information passively
In the sample sets given to each group, Ms. Hanson includes reproductions of paintings
created in a wide range of time periods and cultural traditions, including cultures
represented by students' own backgrounds. By doing this, Ms. Hanson best
demonstrates an understanding of the importance of:
-Taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences
-Fostering students' view of learning as a purposeful pursuit that is meaningful to them
-Taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
-Helping students make connections between their prior learning experiences and those
that are new to them - Correct Answers -Taking advantage of the diversity within and
beyond the classroom to create a classroom environment that respects and celebrates
differences
Jamie is a student in Ms. Hanson's class who has a learning disability that is likely to
make it difficult for him to participate fully in the group classification activity. Ms. Hanson
,can best fulfill her legal and professional responsibilities toward this student by taking
which of the following steps first?
-Providing Jamie with a related alternative activity that he could work on independently
and complete successfully
-Arranging for Jamie to complete the activity in the resource room with the support of
the special education teacher
-Developing roles and responsibilities for the members of each group so as to involve
Jamie productively in the group activity
-Assigning a partner to work with Jamie during the activity who will help guide him to the
correct answers - Correct Answers -Providing Jamie with a related alternative activity
that he could work on independently and complete successfully
During the slide presentation and the explanation of the activity, students sit in rows of
chairs facing the front of the room. After Ms. Hanson has finished giving the instructions
for the activity, each group of students moves to a round table at the back of the room
with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so
students can all see one another. She selects a representative from each small group to
report to the rest of the class on the group's findings. During each representative's
report, the other members of the group display or pass around each postcard for the
rest of the class to see. Once each group's findings have been reported, Ms. Hanson
engages the whole class in a discussion of issues and questions that have emerged
from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which o - Correct
Answers -Varying the physical setting to achieve different instructional goals
During the class discussion, one issue that stimulates a great deal of interest and
enthusiasm among the students is the way in which painting styles vary from time to
time and from place to place. Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't
understand why everything looks so flat! And look how big this guy is compared to the
house! (holds up a postcard his group studied during the activity) Did they really see
things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or
maybe they just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is
meant by using perspective?
, Jamal: You know, making something look three-dimensional. Like when we - Correct
Answers -Validating students' ideas
Questions 6 & 7 are based on the following scenario:
Following the art appreciation unit about painting, Ms. Hanson's students study various
techniques and materials to use in their own paintings. For this unit, Ms. Hanson's
students will maintain portfolios in which they will include a selection of the paintings
they create in class. Throughout the unit, students will select samples of what they
consider represents their best work to include in their portfolios. The student portfolios
will be evaluated and count as part of students' grade for the marking period.
Ms. Hanson can most effectively avoid any appearance of bias or arbitrariness in her
evaluation of students' portfolios by:
-Using evaluative criteria that students understand and agree on
-Establishing a minimum number of items for students to include in the portfolios
-Evaluating portfolios on a credit/no credit or pass/fail basis
-Providing a written ev - Correct Answers -Using evaluative criteria that students
understand and agree on
For each work sample that students include in their portfolios, Ms. Hanson asks them to
write a one- to two -paragraph explanation of why they consider it to be among their
best work. The most important benefit to students of preparing these written self-
evaluations is that it is likely to encourage students to:
-Manage their workload more effectively
-Learn more about other mediums in which they can express themselves
-Develop a reflective and critical attitude toward their own work
-Compare their own progress with that of their peers - Correct Answers -Develop a
reflective and critical attitude toward their own work
Questions 8 - 11 are based on the following scenario:
Anita Miller, a new third-grade teacher, has received her class roster for the upcoming
school year. She notes that the twenty-four students in her class are culturally diverse
and that several children have special needs (e.g., visual impairment, mild hearing loss,
attentional problems). After making an inventory of the furniture, she sketches out the
following two options for arranging the room.
Which of the following questions would be most important for Ms. Miller to ask when
deciding between the two room arrangements?
-What types of instructional approaches am I planning to use with students?
-How accessible are the display areas and various equipment?
-What kinds of discipline issues am I likely to encounter with this group of students?
-How well will students be able to keep track of their belongings? - Correct Answers -
What types of instructional approaches am I planning to use with students?
AND ANSWERS
Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population.
She includes the following art appreciation activity in her eighth-grade unit on painting.
She shows students slides of paintings exemplifying each of the following three genres:
portraits, landscapes, and still-lifes. Afterward, students engage in a small group activity
in which they are given 20 numbered postcards displaying reproductions of painting and
are asked to classify the painting by genre. Ms. Hanson tells them to make their choices
based on observations they made during the slide presentation. She then asks each
group to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each
painting according to its genre. Use the Other c - Correct Answers -Prefer constructing
knowledge to receiving information passively
In the sample sets given to each group, Ms. Hanson includes reproductions of paintings
created in a wide range of time periods and cultural traditions, including cultures
represented by students' own backgrounds. By doing this, Ms. Hanson best
demonstrates an understanding of the importance of:
-Taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences
-Fostering students' view of learning as a purposeful pursuit that is meaningful to them
-Taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
-Helping students make connections between their prior learning experiences and those
that are new to them - Correct Answers -Taking advantage of the diversity within and
beyond the classroom to create a classroom environment that respects and celebrates
differences
Jamie is a student in Ms. Hanson's class who has a learning disability that is likely to
make it difficult for him to participate fully in the group classification activity. Ms. Hanson
,can best fulfill her legal and professional responsibilities toward this student by taking
which of the following steps first?
-Providing Jamie with a related alternative activity that he could work on independently
and complete successfully
-Arranging for Jamie to complete the activity in the resource room with the support of
the special education teacher
-Developing roles and responsibilities for the members of each group so as to involve
Jamie productively in the group activity
-Assigning a partner to work with Jamie during the activity who will help guide him to the
correct answers - Correct Answers -Providing Jamie with a related alternative activity
that he could work on independently and complete successfully
During the slide presentation and the explanation of the activity, students sit in rows of
chairs facing the front of the room. After Ms. Hanson has finished giving the instructions
for the activity, each group of students moves to a round table at the back of the room
with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so
students can all see one another. She selects a representative from each small group to
report to the rest of the class on the group's findings. During each representative's
report, the other members of the group display or pass around each postcard for the
rest of the class to see. Once each group's findings have been reported, Ms. Hanson
engages the whole class in a discussion of issues and questions that have emerged
from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which o - Correct
Answers -Varying the physical setting to achieve different instructional goals
During the class discussion, one issue that stimulates a great deal of interest and
enthusiasm among the students is the way in which painting styles vary from time to
time and from place to place. Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't
understand why everything looks so flat! And look how big this guy is compared to the
house! (holds up a postcard his group studied during the activity) Did they really see
things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or
maybe they just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is
meant by using perspective?
, Jamal: You know, making something look three-dimensional. Like when we - Correct
Answers -Validating students' ideas
Questions 6 & 7 are based on the following scenario:
Following the art appreciation unit about painting, Ms. Hanson's students study various
techniques and materials to use in their own paintings. For this unit, Ms. Hanson's
students will maintain portfolios in which they will include a selection of the paintings
they create in class. Throughout the unit, students will select samples of what they
consider represents their best work to include in their portfolios. The student portfolios
will be evaluated and count as part of students' grade for the marking period.
Ms. Hanson can most effectively avoid any appearance of bias or arbitrariness in her
evaluation of students' portfolios by:
-Using evaluative criteria that students understand and agree on
-Establishing a minimum number of items for students to include in the portfolios
-Evaluating portfolios on a credit/no credit or pass/fail basis
-Providing a written ev - Correct Answers -Using evaluative criteria that students
understand and agree on
For each work sample that students include in their portfolios, Ms. Hanson asks them to
write a one- to two -paragraph explanation of why they consider it to be among their
best work. The most important benefit to students of preparing these written self-
evaluations is that it is likely to encourage students to:
-Manage their workload more effectively
-Learn more about other mediums in which they can express themselves
-Develop a reflective and critical attitude toward their own work
-Compare their own progress with that of their peers - Correct Answers -Develop a
reflective and critical attitude toward their own work
Questions 8 - 11 are based on the following scenario:
Anita Miller, a new third-grade teacher, has received her class roster for the upcoming
school year. She notes that the twenty-four students in her class are culturally diverse
and that several children have special needs (e.g., visual impairment, mild hearing loss,
attentional problems). After making an inventory of the furniture, she sketches out the
following two options for arranging the room.
Which of the following questions would be most important for Ms. Miller to ask when
deciding between the two room arrangements?
-What types of instructional approaches am I planning to use with students?
-How accessible are the display areas and various equipment?
-What kinds of discipline issues am I likely to encounter with this group of students?
-How well will students be able to keep track of their belongings? - Correct Answers -
What types of instructional approaches am I planning to use with students?
