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TEPC 5800: EC-12 PRACTICE TEST 2 2025
COMPLETE EXAM QUESTIONS AND
VERIFIED ANSWERS |RECENTLY
TESTING REAL EXAM QUESTIONS| 100%
SOLVED! !!
1. The students in an eighth-grade class represent a wide range of
levels of cognitive development, from concrete operational to formal
operational though. The teacher's best strategy for adapting
instruction to accommodate this degree of cognitive variation among
students would be to:
make use of experiential and hands-on activities to complement and
illustrate more abstract content.
group students as much as possible according to level of cognitive
development.
plan to work with students one-on-one to the greatest extent possible.
target instruction at the average level of cognitive development
represented by the class overall.
Ans: make use of experiential and hands-on activities to
complement and illustrate more abstract content.
2. A high school junior tells a teacher that he intends to drop out of
school because school is a waste of time and a full-time job would
enable him to earn a lot of money. The teacher is most likely to be able
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to discuss this issue effectively with the student if the teacher is aware
that many students at this age:
focus on the present and have trouble appreciating long-term
consequences.
are not yet able to recognize and distinguish the diverse roles of
individuals and groups in society.
find it difficult to apply reasoning skills to any issues that are affecting
their own lives.
view the authority figures in their lives, including teachers, as being
able to make the best decisions.
Ans: focus on the present and have trouble appreciating long -
term consequences.
Use the information below to answer the two questions that follow.
A third-grade teacher finds that her class includes a number of English
Language learners who have varying levels of English language
proficiency. As the school year begins, the teacher is considering ways
to adapt instruction and assessment to meet these student's needs.
3. The teacher plans to modify lessons and materials for the English
Language Learners in ways that will address their language needs and
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facilitate learning. In making the modifications, it is most important for
the teacher to create modified lessons and materials that:
present simplified, less academically demanding versions of the
content and concepts that are included in the original lessons.
include only those words and language structures that are already
familiar to the English Language Learners.
focus mainly on the acquisition of basic knowledge through teacher
presentation
Ans: address the same instructional goals and objectives as
those addressed in the original lessons.
4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning
by:
using various assessments, including written, oral, and performance
measures, to allow students multiple opportunities to show what they
have learned.
permitting the students to determine on their own when they are
ready to be assessed in particular areas of instructional content.
assessing the students frequently (e.g., on a weekly basis) so that
intervals between tests are short and the amount of material assessed
at any one time is minimized.
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placing equal emphasis on the teacher's assessment of students
learning and student learning and students' assessment of their own
learning.
Ans: using various assessments, including written, oral, and
performance measures, to allow students multiple
opportunities to show what they have learned.
5. A sixth-grade classroom includes students with special needs who
regularly spend time in the school's resource room. In planning and
organizing instruction for this class, it is most important for the teacher
to take steps to ensure that the students with special needs:
focus on learning experiences that emphasize collaborative rather than
individual work.
do not experience feelings of social isolation from their peers.
spend most time engaged in self-selected activities geared toward
their own strengths and preferences.
have ample opportunity to interact with others who have similar needs
Ans: do not experience feelings of social isolation from their
peers.
6. A high school teacher's classes include students from different
cultural backgrounds. The teacher notes that relations among diverse
student groups are sometimes tense and include occasional verbal
All rights reserved © 2025/ 2026 |
TEPC 5800: EC-12 PRACTICE TEST 2 2025
COMPLETE EXAM QUESTIONS AND
VERIFIED ANSWERS |RECENTLY
TESTING REAL EXAM QUESTIONS| 100%
SOLVED! !!
1. The students in an eighth-grade class represent a wide range of
levels of cognitive development, from concrete operational to formal
operational though. The teacher's best strategy for adapting
instruction to accommodate this degree of cognitive variation among
students would be to:
make use of experiential and hands-on activities to complement and
illustrate more abstract content.
group students as much as possible according to level of cognitive
development.
plan to work with students one-on-one to the greatest extent possible.
target instruction at the average level of cognitive development
represented by the class overall.
Ans: make use of experiential and hands-on activities to
complement and illustrate more abstract content.
2. A high school junior tells a teacher that he intends to drop out of
school because school is a waste of time and a full-time job would
enable him to earn a lot of money. The teacher is most likely to be able
All rights reserved © 2025/ 2026 |
, Page |2
to discuss this issue effectively with the student if the teacher is aware
that many students at this age:
focus on the present and have trouble appreciating long-term
consequences.
are not yet able to recognize and distinguish the diverse roles of
individuals and groups in society.
find it difficult to apply reasoning skills to any issues that are affecting
their own lives.
view the authority figures in their lives, including teachers, as being
able to make the best decisions.
Ans: focus on the present and have trouble appreciating long -
term consequences.
Use the information below to answer the two questions that follow.
A third-grade teacher finds that her class includes a number of English
Language learners who have varying levels of English language
proficiency. As the school year begins, the teacher is considering ways
to adapt instruction and assessment to meet these student's needs.
3. The teacher plans to modify lessons and materials for the English
Language Learners in ways that will address their language needs and
All rights reserved © 2025/ 2026 |
, Page |3
facilitate learning. In making the modifications, it is most important for
the teacher to create modified lessons and materials that:
present simplified, less academically demanding versions of the
content and concepts that are included in the original lessons.
include only those words and language structures that are already
familiar to the English Language Learners.
focus mainly on the acquisition of basic knowledge through teacher
presentation
Ans: address the same instructional goals and objectives as
those addressed in the original lessons.
4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning
by:
using various assessments, including written, oral, and performance
measures, to allow students multiple opportunities to show what they
have learned.
permitting the students to determine on their own when they are
ready to be assessed in particular areas of instructional content.
assessing the students frequently (e.g., on a weekly basis) so that
intervals between tests are short and the amount of material assessed
at any one time is minimized.
All rights reserved © 2025/ 2026 |
, Page |4
placing equal emphasis on the teacher's assessment of students
learning and student learning and students' assessment of their own
learning.
Ans: using various assessments, including written, oral, and
performance measures, to allow students multiple
opportunities to show what they have learned.
5. A sixth-grade classroom includes students with special needs who
regularly spend time in the school's resource room. In planning and
organizing instruction for this class, it is most important for the teacher
to take steps to ensure that the students with special needs:
focus on learning experiences that emphasize collaborative rather than
individual work.
do not experience feelings of social isolation from their peers.
spend most time engaged in self-selected activities geared toward
their own strengths and preferences.
have ample opportunity to interact with others who have similar needs
Ans: do not experience feelings of social isolation from their
peers.
6. A high school teacher's classes include students from different
cultural backgrounds. The teacher notes that relations among diverse
student groups are sometimes tense and include occasional verbal
All rights reserved © 2025/ 2026 |
