QUANTITATIVE PROFICIENCY PRACTICE EXAM QUESTIONS WITH CORRECT DETAILED ANSWERS | ALREADY GRADED A+RECENT VERSION

QUANTITATIVE PROFICIENCY PRACTICE EXAM QUESTIONS WITH CORRECT DETAILED ANSWERS | ALREADY GRADED A+RECENT VERSION 1. Fairness in learning and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their - answer socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services 2. Of the seven fundamental principles, one principle to ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, is when teachers use practices and procedures that, support all students, including those with - answer special education needs, those who are learning the language of instruction (fr, eng), or those who are first nation, métis, or inuit 3. The learning skills and work habits are evaluated and reported as follows e-excellent, g-good, s-satisfactory - answer needs improvement 4. Knowledge and understanding - answer subject specific content aquired in each grade/course, and the comprehension of its meaning and significance 5. The ________________________, acting within the policies and guidelines established by the ministry and board, is critical in determining the strategy that will most benefit student learning - answer professional judgement of the teacher 6. The iep specified whether the student requires: accommodations only, _______________________; or an alternative program, not derived from the curriculum expectations for a subject/grade or a course. - answer or modified learning expectations, with the possibility of accommodations 7. Assessment accommodations are changes in procedures that enable the student to demonstrate his/her learning. These may include: ____________________to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his/her achievement of expectations (e.g., allowing the students to take the test orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate their learning - answer visual supports 8. Research has shown that it takes _____________________ for most english learners to catch up to their english-speaking peers in their ability to use english for academic purposes. - answer five to seven years 9. The categories of knowledge and skills are as follows: knowledge and understanding: subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding); thinking:: the critical and creative thinking skills and/or processes;____________________; application: the use of knowledge and skills to make connections within and between various contexts - answer communication: the conveying of meaning through various forms 10. Level 3 represents the _____________________________. The student demonstrates the specified knowledge and skills with considerable effectiveness - answer provincial standard for achievement 11. As part of assessment for learning, the teachers provide students with ____________________and coaching for improvement - answer descriptive feedback 12. Thinking - answer the use of critical and creative thinking skills and/or processes 13. Application - answer the use of knowledge and skills to make connections within and between various contexts 14. Communiction - answer the conveying of meaning through various forms 15. Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning ________________________________ and how best to get there - answer where they need to go 16. ________________________focuses on the explicit fostering of students' capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves - answer assessment as learning 17. Teachers need to scaffold this learning for students, using a model of gradual release of responsibility for learning, as follows: demonstrate the skills during instruction; move to guided instruction and support; _____________________; gradually provide opportunities for students to assess their own learning independently - answer have students share in the responsibility for assessing their own work 18. Assessment of learning is the assessment that becomes __________________ and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students' futures. - answer public 19. Diagnostic has recently been supplemented with the phrase - answer assessment for learning 20. Formative has recently been supplemented with the phrase - answer assessment as learning 21. Summative has recently been supplemented with the phrase - answer assessment of learning 22. One of three effective approaches to respond to the diverse group of students and close the achievement gap between the group of students is _______________________ design - answer universal 23. An approach to assessment and intervention which responds to students individual needs is called _________________ approach - answer tiered 24. Tools that effectively assist a teacher in getting to know their students is defined as a class profile and individual student _________________ - answer profile 25. The official record of a student's educational progress through school in ontario is called the ontario student - answer record (osr) 26. One of a number of the following elements can be differentiated in any classroom learning situation; the ___________ of learning (what students are going to learn, and when); the _______________ of learning (types of tasks and activities); the _____________of learning (the ways in which students demonstrate learning); the affect/___________________ of learning (the context and environment in which students learn and demonstrate learning) - answer content, process, products, environment 27. To differentiate instruction is to recognize students' varying levels of background knowledge, readiness to learn, language ability, learning preferences, and interests, and to react ______________________ - answer responsively 28. Problem-based approach allows students to solve ____________________ problems by reflecting on best strategies and drawing on prior knowledge - answer realistic 29. Assessment for learning is designed to give teachers information to modify and ___________________teaching and learning activities - answer differentiate 30. Assessment as learning is a process of developing and supporting ________________________ for students - answer metacognition 31. Assessment of learning is summative in nature and is used to confirm what students know and can do, to ____________________ whether they have achieved the curriculum out-comes, and occasionally, to show how they are placed in relation to others. - answer demonstrate 32. _________________assessment helps identify what the student brings to his/ her learning, in general or with respect to a specific subject. - answer diagnostic 33. _________________________assessment is conducted frequently and in an ongoing manner during learning and is intended to give teachers and students precise and timely information so that instruction can be adjusted in response to individual students strengths and needs, and students can adjust their learning strategies or set different goals. - answer formative 34. Assessment for learning involves _________________ among teachers, __________________ and students, and enables students to experience the success that come with timely ___________________ and with instructional approaches and resources that are suited to the ways they learn best. - answer collaboration, parents, intervention 35. School boards found that a focus on "assessment for learning", as opposed to "assessment of learning", along with ongoing support of teachers' assessment practices, resulted in a greater emphasis on helping students develop ______________ order thinking and ______________ literacy skills - answer higher, critical 36. George polya's problem solving cycle - answer understand the problem, devise a plan, carry out the plan, look back 37. Mathematical expectations - answer all students required to use higher order thinking skills and make connections between related mathematical concepts and between mathematics, other disciplines and the real world 38. Students learn mathematics best when - answer opportunities to investigate ideas and concepts through problem solving and are then guided carefully into an understanding of mathematical principles involved. And an important focus on an acquisition of operational skills. 39. Five strands of mathematics - answer number sense and numeration, measurement, geometry and special sense, pattering and algebra, and data management and probability 40. Number sense and numeration - answer general understanding of number and operations as well as the ability to apply this understanding and flexible ways to make mathematical judgements and develop problem solving skills 41. Measurement - answer directly applicable to the world. Measurable attributes of objects and about the units and processes involved in measurement standard and non-standard units 42. Geometry and spatial sense - answer intuitive awareness of ones surroundings geometry helps us represent and describe objects and their interrelationships in space. Learn to describe and classify shapes. 43. Patterning and algebra - answer students need to recognize, describe, and generalize patterns and to build mathematical models to stimulate real world phenomena that exhibit observable patterns. Identify patterns in shapes, designs, and movement as well as sets of numbers. 44. Data management and probability - answer students learn about different ways to gather, organize and display data. Explore probability. 45. Successful instructional practices - answer founded on evidence-based research, tempered by experience