MTTC 103 Elementary Exam Questions With
Correct Answers
Which |of |the |following |objectives |is |most |effective?
a. |Student |will |read |three |books |about |wild |cats.
b. |Talk |to |students |about |different |types |of |wild |cats.
c. |Students |will |appreciate |the |diversity |of |wild |cats |that |exist.
d. |Students |will |compare |and |contrast |three |different |types |of |wild |cats. |- |CORRECT |
ANSWER✔✔-D; |it's |measurable |and |student-focused.
A |first-grade |class |cannot |meet |the |unit's |objective |of |writing |a |reflective |essay |on |the |book
|"Roll |of |Thunder, |Hear |My |Cry." |What |is |most |likely |the |problem?
a. |the |objective |is |developmentally |inappropriate |for |these |students.
b. |The |teacher's |instructional |pacing |was |too |fast, |preventing |mastery.
c. |The |students |are |not |engaged |in |the |content; |the |teacher |should |select |a |different |text.
d. |The |teacher |most |likely |did |not |sequence |lessons |within |the |unit |effectively. |- |CORRECT |
ANSWER✔✔-A; |the |novel |and |the |essay |are |too |difficult |for |first |grade |students.
According |to |Vygotsky, |teaching |occurs |when
a. |students |undergo |natural |cognitive |developments.
b. |teachers |provide |students |with |the |support |needed |to |complete |tasks |they |would |
otherwise |be |unable |to |finish |on |their |own.
c. |students |demonstrate |mastery |of |a |new |skill |or |concept.
,d. |teachers |offer |students |the |independence |to |explore |tasks |on |their |own. |- |CORRECT |
ANSWER✔✔-B; |this |area |of |optimal |learning |is |called |the |Zone |of |Proximal |Development.
A |fourth-grade |teacher |places |students |into |groups |of |four |to |six |for |reading |activities. |Each |
group |works |together |to |pick |a |book. |They |read |each |chapter |independently, |and |then |discuss
|the |chapter |as |a |group. |The |teacher |assigns |each |member |of |the |group |a |different |role |in |the |
discussion. |Which |instructional |method |is |the |teacher |using?
a. |direct |instruction
b. |cooperative |learning
c. |Jigsaw
d. |Socratic |Method |- |CORRECT |ANSWER✔✔-B; |group |and |student-led |learning |are |the |key |
markers |of |cooperative |learning.
A |second-grader |repeatedly |throws |wads |of |papers |across |the |room. |A |teacher |using |positive |
behavior |supports |would |respond |in |which |of |the |following |ways?
a. |The |teacher |reminds |the |student |of |the |classroom |rule: |"No |throwing |objects."
b. |The |teacher |stops |class |to |discipline |the |student.
c. |The |teacher |makes |the |student |stand |in |the |corner |of |the |room |for |the |remainder |of |the |
day.
d. |The |teacher |monitors |the |student |to |determine |why |he |or |she |was |throwing |the |paper. |- |
CORRECT |ANSWER✔✔-D; |positive |behavior |supports |is |based |on |the |idea |that |all |behavior |is |
rational.
Matthew, |a |fourth |grade |teacher, |gives |his |students |ten |minutes |of |computer |time |whenever |
they |turn |an |assignment |in |on |time. |Matthew |is |using |what |kind |of |motivation?
a. |extrinsic |motivation
,b. |intrinsic |motivation
c. |situated |motivation
d. |achievement |motivation |- |CORRECT |ANSWER✔✔-A; |the |computer |time |is |an |external |
motivator.
Which |of |the |following |is |an |example |of |an |informal |assessment?
a. |annual |state |testing
b. |college |admissions |tests
c. |IQ |tests
d. |portfolio |assessments |- |CORRECT |ANSWER✔✔-D; |portfolios |are |only |used |by |teachers |to |
make |instructional |decisions.
Mr. |Clayborne |wants |to |gather |information |about |Charity's |progress |in |reading |to |help |him |
target |her |small |group |instruction. |Which |assessment |is |most |appropriate |for |him |to |use?
a. |state |standardized |test
b. |aptitude |test
c. |anecdotal |records
d. |intelligence |test |- |CORRECT |ANSWER✔✔-C; |anecdotal |records |are |an |informal |assessment |
that |helps |guide |instruction.
Miss |Randle |is |gathering |information |about |her |students |at |the |beginning |of |the |school |year |
to |determine |their |reading |levels. |She |wants |to |find |out |what |skills |they |are |entering |school |
with. |Which |assessment |tool |should |she |choose?
a. |diagnostic |assessment
b. |formative |assessment
, c. |summative |assessment
d. |aptitude |test |- |CORRECT |ANSWER✔✔-A; |diagnostic |assessments |pre-test |students |before |a |
learning |experience.
Mr. |Ferguson's |students |are |taking |an |end-of-course |exam |that |they |must |pass |as |a |graduation
|requirement. |Which |type |of |assessment |are |they |taking?
a. |diagnostic |assessment
b. |formative |assessment
c. |summative |assessment
d. |intelligence |test |- |CORRECT |ANSWER✔✔-C; |summative |assessments |evaluate |what |students
|have |learned.
Mrs. |Franco's |students |meet |with |her |individually |so |that |she |can |ask |them |questions |about |
what |they |have |learned. |Which |assessment |format |is |Mrs. |Franco |using?
a. |performance
b. |observation
c. |conference
d. |portfolio |- |CORRECT |ANSWER✔✔-C; |conferences |are |meetings |between |teacher |and |
student |in |which |learning |is |orally |assessed |and |evaluated.
Mr. |Diego |the |history |teacher, |will |be |giving |a |final |test |the |day |before |grades |are |due |for |the |
semester. |He |needs |an |assessment |that |will |cover |all |of |the |information |that |has |been |learned
|so |far |this |year |in |a |format |that |will |be |quick |and |easy |to |grade. |Which |format |would |work |
best |for |Mr. |Diego?
a. |essay
b. |selected |response
Correct Answers
Which |of |the |following |objectives |is |most |effective?
a. |Student |will |read |three |books |about |wild |cats.
b. |Talk |to |students |about |different |types |of |wild |cats.
c. |Students |will |appreciate |the |diversity |of |wild |cats |that |exist.
d. |Students |will |compare |and |contrast |three |different |types |of |wild |cats. |- |CORRECT |
ANSWER✔✔-D; |it's |measurable |and |student-focused.
A |first-grade |class |cannot |meet |the |unit's |objective |of |writing |a |reflective |essay |on |the |book
|"Roll |of |Thunder, |Hear |My |Cry." |What |is |most |likely |the |problem?
a. |the |objective |is |developmentally |inappropriate |for |these |students.
b. |The |teacher's |instructional |pacing |was |too |fast, |preventing |mastery.
c. |The |students |are |not |engaged |in |the |content; |the |teacher |should |select |a |different |text.
d. |The |teacher |most |likely |did |not |sequence |lessons |within |the |unit |effectively. |- |CORRECT |
ANSWER✔✔-A; |the |novel |and |the |essay |are |too |difficult |for |first |grade |students.
According |to |Vygotsky, |teaching |occurs |when
a. |students |undergo |natural |cognitive |developments.
b. |teachers |provide |students |with |the |support |needed |to |complete |tasks |they |would |
otherwise |be |unable |to |finish |on |their |own.
c. |students |demonstrate |mastery |of |a |new |skill |or |concept.
,d. |teachers |offer |students |the |independence |to |explore |tasks |on |their |own. |- |CORRECT |
ANSWER✔✔-B; |this |area |of |optimal |learning |is |called |the |Zone |of |Proximal |Development.
A |fourth-grade |teacher |places |students |into |groups |of |four |to |six |for |reading |activities. |Each |
group |works |together |to |pick |a |book. |They |read |each |chapter |independently, |and |then |discuss
|the |chapter |as |a |group. |The |teacher |assigns |each |member |of |the |group |a |different |role |in |the |
discussion. |Which |instructional |method |is |the |teacher |using?
a. |direct |instruction
b. |cooperative |learning
c. |Jigsaw
d. |Socratic |Method |- |CORRECT |ANSWER✔✔-B; |group |and |student-led |learning |are |the |key |
markers |of |cooperative |learning.
A |second-grader |repeatedly |throws |wads |of |papers |across |the |room. |A |teacher |using |positive |
behavior |supports |would |respond |in |which |of |the |following |ways?
a. |The |teacher |reminds |the |student |of |the |classroom |rule: |"No |throwing |objects."
b. |The |teacher |stops |class |to |discipline |the |student.
c. |The |teacher |makes |the |student |stand |in |the |corner |of |the |room |for |the |remainder |of |the |
day.
d. |The |teacher |monitors |the |student |to |determine |why |he |or |she |was |throwing |the |paper. |- |
CORRECT |ANSWER✔✔-D; |positive |behavior |supports |is |based |on |the |idea |that |all |behavior |is |
rational.
Matthew, |a |fourth |grade |teacher, |gives |his |students |ten |minutes |of |computer |time |whenever |
they |turn |an |assignment |in |on |time. |Matthew |is |using |what |kind |of |motivation?
a. |extrinsic |motivation
,b. |intrinsic |motivation
c. |situated |motivation
d. |achievement |motivation |- |CORRECT |ANSWER✔✔-A; |the |computer |time |is |an |external |
motivator.
Which |of |the |following |is |an |example |of |an |informal |assessment?
a. |annual |state |testing
b. |college |admissions |tests
c. |IQ |tests
d. |portfolio |assessments |- |CORRECT |ANSWER✔✔-D; |portfolios |are |only |used |by |teachers |to |
make |instructional |decisions.
Mr. |Clayborne |wants |to |gather |information |about |Charity's |progress |in |reading |to |help |him |
target |her |small |group |instruction. |Which |assessment |is |most |appropriate |for |him |to |use?
a. |state |standardized |test
b. |aptitude |test
c. |anecdotal |records
d. |intelligence |test |- |CORRECT |ANSWER✔✔-C; |anecdotal |records |are |an |informal |assessment |
that |helps |guide |instruction.
Miss |Randle |is |gathering |information |about |her |students |at |the |beginning |of |the |school |year |
to |determine |their |reading |levels. |She |wants |to |find |out |what |skills |they |are |entering |school |
with. |Which |assessment |tool |should |she |choose?
a. |diagnostic |assessment
b. |formative |assessment
, c. |summative |assessment
d. |aptitude |test |- |CORRECT |ANSWER✔✔-A; |diagnostic |assessments |pre-test |students |before |a |
learning |experience.
Mr. |Ferguson's |students |are |taking |an |end-of-course |exam |that |they |must |pass |as |a |graduation
|requirement. |Which |type |of |assessment |are |they |taking?
a. |diagnostic |assessment
b. |formative |assessment
c. |summative |assessment
d. |intelligence |test |- |CORRECT |ANSWER✔✔-C; |summative |assessments |evaluate |what |students
|have |learned.
Mrs. |Franco's |students |meet |with |her |individually |so |that |she |can |ask |them |questions |about |
what |they |have |learned. |Which |assessment |format |is |Mrs. |Franco |using?
a. |performance
b. |observation
c. |conference
d. |portfolio |- |CORRECT |ANSWER✔✔-C; |conferences |are |meetings |between |teacher |and |
student |in |which |learning |is |orally |assessed |and |evaluated.
Mr. |Diego |the |history |teacher, |will |be |giving |a |final |test |the |day |before |grades |are |due |for |the |
semester. |He |needs |an |assessment |that |will |cover |all |of |the |information |that |has |been |learned
|so |far |this |year |in |a |format |that |will |be |quick |and |easy |to |grade. |Which |format |would |work |
best |for |Mr. |Diego?
a. |essay
b. |selected |response
