TEPC 5800: EC-12 PRACTICE TEST 2 2025 COMPLETE
EXAM QUESTIONS AND VERIFIED ANSWERS
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Quiz: 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.
Quiz: 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 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.
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,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.
Quiz: 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 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.
Quiz: 4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning by:
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,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.
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.
Quiz: 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.
Quiz: 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 conflict. The teacher
© 2025 Get it right Stuvia US All rights reserved
, can best respond to the observed tensions by using which of the following
approaches?
Reinforce student recognition of the benefits of cooperation by setting up a
system in which some members of the class receive meaningful rewards for
exhibiting positive behavior during specified periods of time.
Use a seating arrangement that separates students from different groups, and
organize group work to accommodate student's preferences regarding peers
with whom they would like to work.
Work with students to create a set of clearly defined guidelines for behavior
and interactions in the classroom, and insist that all students consistently
adhere to the guidelines.
Implement a grading system in which studen Ans: Work with students to
create a set of clearly defined guidelines for behavior and interactions in the
classroom, and insist that all students consistently adhere to the guidelines.
Quiz: 7. An English teacher plans to assign a major research project to
students in a mixed-ability class. The teacher wishes to implement the project
in a way that will build confidence and positive expectations among the class's
lower-achieving students. Which of the following approaches is most likely to
help the teacher achieve this goal?
Break the project into a series of manageable subtasks, and be available to
provide students with ongoing assistance in planning and accomplishing tasks
as needed.
Allow students substantial choice in determining the research topics they wish
to pursue and the timelines and procedures they wish to use to complete their
projects.
Give students a checklist emphasizing process skills and have them complete
the checklist as the project progresses.
© 2025 Get it right Stuvia US All rights reserved
EXAM QUESTIONS AND VERIFIED ANSWERS
|RECENTLY TESTING REAL EXAM QUESTIONS| 100%
SOLVED!! !!
Quiz: 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.
Quiz: 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 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.
© 2025 Get it right Stuvia US All rights reserved
,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.
Quiz: 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 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.
Quiz: 4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning by:
© 2025 Get it right Stuvia US All rights reserved
,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.
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.
Quiz: 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.
Quiz: 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 conflict. The teacher
© 2025 Get it right Stuvia US All rights reserved
, can best respond to the observed tensions by using which of the following
approaches?
Reinforce student recognition of the benefits of cooperation by setting up a
system in which some members of the class receive meaningful rewards for
exhibiting positive behavior during specified periods of time.
Use a seating arrangement that separates students from different groups, and
organize group work to accommodate student's preferences regarding peers
with whom they would like to work.
Work with students to create a set of clearly defined guidelines for behavior
and interactions in the classroom, and insist that all students consistently
adhere to the guidelines.
Implement a grading system in which studen Ans: Work with students to
create a set of clearly defined guidelines for behavior and interactions in the
classroom, and insist that all students consistently adhere to the guidelines.
Quiz: 7. An English teacher plans to assign a major research project to
students in a mixed-ability class. The teacher wishes to implement the project
in a way that will build confidence and positive expectations among the class's
lower-achieving students. Which of the following approaches is most likely to
help the teacher achieve this goal?
Break the project into a series of manageable subtasks, and be available to
provide students with ongoing assistance in planning and accomplishing tasks
as needed.
Allow students substantial choice in determining the research topics they wish
to pursue and the timelines and procedures they wish to use to complete their
projects.
Give students a checklist emphasizing process skills and have them complete
the checklist as the project progresses.
© 2025 Get it right Stuvia US All rights reserved
