ABCTE PTK Exam (2026/2027) | Latest
Questions | 100% Verified Answers | A+
• The highest level in Bloom's Taxonomy. Includes verbs such as: assess,
create, compare, solve, judge, recommend, rate, relate, criticize,
evaluate, summarize, appraise. -✓✓Evaluate
• The second highest level in Bloom's Taxonomy. Includes verbs such as
design, compose, invent, hypothesize, develop, construct, produce,
plan, create, organize. -✓✓Synthesis
• A middle level in Bloom's Taxonomy. Includes verbs such as compare,
analyze, classify, distinguish, categorize, differentiate, infer, survey,
select, prioritize. -✓✓Analysis
• A middle level in Bloom's Taxonomy. Includes verbs such as organize,
generalize, prepare, produce, choose, apply, solve, draw, show, paint. -
✓✓Application
• a lower level in Bloom's Taxonomy. Includes verbs such as match,
restate, paraphrase, give examples, express, illustrate, explain, defend,
distinguish, summarize, interpret, interrelate. -✓✓comprehension
• The lowest level in Bloom's Taxonomy. Includes verbs such as select,
list, name, define, describe, memorize, label, identify, recite, state,
recognize. -✓✓knowledge
,• Curricular standards communicate what? -✓✓what, when, and how
to teach
• what lesson plans are designed to meet or achieve -✓✓standards
• the most important educational document -✓✓the lesson plan
• what does curriculum contain? -✓✓objectives, sample lessons,
assessments, procedures, materials/equipment needed, activities,
samples of student work
• what the student is supposed to learn -✓✓objective
• methods of determining effectiveness of the lessons -
✓✓assessments
• What was the purpose of No Child Left Behind and the Every Student
Succeeds Act? -✓✓to create a standardized curriculum for each subject
area
• what is curriculum? -✓✓what the students are supposed to learn as a
result of a specific educational sequence of events
,• anchor papers -✓✓the reference for all other work; what is expected
by students
• Who can help translate curriculum? -✓✓administrators and content
specialists
• order the steps of instruction: re-design, teach, repeat, review, give
assessment, write assessment, identify time limit of unit, evaluate
instruction, review for assessment -✓✓1. identify time limit of unit
2. write assessment
3. teach
4. review for assessment
5. give assessment
6. evaluate instruction
7. re-design
8. repeat
• Objectives should be specific enough that they can be used as
____________ questions. -✓✓Exam
• Lesson Objectives: what the students will ___________________ by
the end of the lesson. -✓✓accomplish
, • Agenda Items: what the class will ___________ to meet the lesson
objectives. -✓✓do
• Pacing of material is dependant upon 3 things -✓✓1. nature of
students
2. nature of material
3. goals of the teacher
• periodic measuring devices that indicate student growth and also
verify successful lessons -✓✓assessments
• should you schedule assessments based on the calendar date or the
progress of the class? -✓✓based on progress of the class
• Who do you need to know before you begin planning lessons? -
✓✓your students
• who can help you get to know your students? -✓✓prior teachers,
counselors, administrators, other colleagues
• How much repetition is enough? -✓✓as much as possible until
mastery is acheived
Questions | 100% Verified Answers | A+
• The highest level in Bloom's Taxonomy. Includes verbs such as: assess,
create, compare, solve, judge, recommend, rate, relate, criticize,
evaluate, summarize, appraise. -✓✓Evaluate
• The second highest level in Bloom's Taxonomy. Includes verbs such as
design, compose, invent, hypothesize, develop, construct, produce,
plan, create, organize. -✓✓Synthesis
• A middle level in Bloom's Taxonomy. Includes verbs such as compare,
analyze, classify, distinguish, categorize, differentiate, infer, survey,
select, prioritize. -✓✓Analysis
• A middle level in Bloom's Taxonomy. Includes verbs such as organize,
generalize, prepare, produce, choose, apply, solve, draw, show, paint. -
✓✓Application
• a lower level in Bloom's Taxonomy. Includes verbs such as match,
restate, paraphrase, give examples, express, illustrate, explain, defend,
distinguish, summarize, interpret, interrelate. -✓✓comprehension
• The lowest level in Bloom's Taxonomy. Includes verbs such as select,
list, name, define, describe, memorize, label, identify, recite, state,
recognize. -✓✓knowledge
,• Curricular standards communicate what? -✓✓what, when, and how
to teach
• what lesson plans are designed to meet or achieve -✓✓standards
• the most important educational document -✓✓the lesson plan
• what does curriculum contain? -✓✓objectives, sample lessons,
assessments, procedures, materials/equipment needed, activities,
samples of student work
• what the student is supposed to learn -✓✓objective
• methods of determining effectiveness of the lessons -
✓✓assessments
• What was the purpose of No Child Left Behind and the Every Student
Succeeds Act? -✓✓to create a standardized curriculum for each subject
area
• what is curriculum? -✓✓what the students are supposed to learn as a
result of a specific educational sequence of events
,• anchor papers -✓✓the reference for all other work; what is expected
by students
• Who can help translate curriculum? -✓✓administrators and content
specialists
• order the steps of instruction: re-design, teach, repeat, review, give
assessment, write assessment, identify time limit of unit, evaluate
instruction, review for assessment -✓✓1. identify time limit of unit
2. write assessment
3. teach
4. review for assessment
5. give assessment
6. evaluate instruction
7. re-design
8. repeat
• Objectives should be specific enough that they can be used as
____________ questions. -✓✓Exam
• Lesson Objectives: what the students will ___________________ by
the end of the lesson. -✓✓accomplish
, • Agenda Items: what the class will ___________ to meet the lesson
objectives. -✓✓do
• Pacing of material is dependant upon 3 things -✓✓1. nature of
students
2. nature of material
3. goals of the teacher
• periodic measuring devices that indicate student growth and also
verify successful lessons -✓✓assessments
• should you schedule assessments based on the calendar date or the
progress of the class? -✓✓based on progress of the class
• Who do you need to know before you begin planning lessons? -
✓✓your students
• who can help you get to know your students? -✓✓prior teachers,
counselors, administrators, other colleagues
• How much repetition is enough? -✓✓as much as possible until
mastery is acheived
