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