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Teaching · FREE PRACTICE

Teaching Practice Test 3

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1Bloom’s taxonomy includes the cognitive levelRememberSleepCopyRepeat onlyTopic: Pedagogy

2Inclusive education aims toSupport diverse learners togetherSeparate every learnerTeach only high scorersRemove assessmentsTopic: Pedagogy

3A learner-centred classroom emphasisesActive participationOnly lecturesSilence onlyMemorisation without understandingTopic: Pedagogy

4Remedial teaching is designed toAddress identified learning gapsReplace all teachingPunish errorsIncrease homework onlyTopic: Pedagogy

5Motivation that comes from interest in the task isIntrinsicExtrinsicNegativeExternal onlyTopic: Psychology

6Diagnostic assessment helps identifyLearning difficultiesFinal rank onlySchool budgetAttendance onlyTopic: Assessment

7NEP 2020 proposes a school structure of5+3+3+410+28+46+6Topic: Education Policy

8Experiential learning emphasisesLearning by doing and reflectionOnly textbook readingOnly testsOnly memorisationTopic: Pedagogy

9A rubric is useful forTransparent assessment criteriaAttendance marking onlyFee collectionTimetable printingTopic: Assessment

10Peer learning involvesStudents learning with/from peersOnly teacher lecturesNo collaborationOnly homeworkTopic: Pedagogy

11A good learning objective should beClear and observableVagueImpossible to measureUnrelated to lessonTopic: Lesson Planning

12Constructivism views learners asActive constructors of knowledgePassive receivers onlyObservers onlyTest takers onlyTopic: Educational Psychology

13Continuous feedback is valuable because itGuides improvement during learningReplaces teachingRemoves practicePrevents revisionTopic: Assessment

14In child development, scaffolding refers toTemporary support adjusted to a learners needsA permanent grade labelPunishment for errorsA school building structure onlyTopic: Educational Psychology

15According to Piaget, abstract reasoning develops mainly in theFormal operational stageSensorimotor stagePreoperational stageEarly infancy onlyTopic: Educational Psychology

16A teacher uses diagnostic questions before a new unit mainly toIdentify prior knowledge and misconceptionsAssign final grades onlyReplace lesson planningSelect school uniformsTopic: Assessment

17Criterion-referenced assessment compares performance withDefined learning standards or criteriaThe highest-scoring classmate onlyA random samplePersonal preferenceTopic: Assessment

18A portfolio assessment collectsSelected evidence of a learners work over timeOnly one surprise testAttendance records aloneOnly the final examination scoreTopic: Assessment

19Differentiated instruction adapts teaching to learnersReadiness, interests and learning needsFamily income onlyUniform seating orderExam roll numbersTopic: Pedagogy

20A measurable learning outcome should state what learners canDemonstrate after instructionFeel without any evidenceMemorise without context onlyDo at an unspecified future timeTopic: Lesson Planning

21In a constructivist classroom, the teacher primarily acts as aFacilitator of active learningSole source of every answerSilent examiner onlyDisciplinarian without instructionTopic: Pedagogy

22The introduction of a lesson plan often aims toActivate prior knowledge and focus attentionReveal all answers before learningReplace the main activityAssess attendance onlyTopic: Lesson Planning

23A reliable assessment tool should produceConsistent results under comparable conditionsDifferent results for identical evidence without reasonOnly subjective impressionsNo record of performanceTopic: Assessment

24Universal Design for Learning encourages teachers to provideMultiple means of engagement, representation and expressionOne fixed method for every learnerOnly written examsNo learning objectivesTopic: Inclusive Education

25Dyslexia primarily affects skills related toReading and language processingHearing pitch onlyMuscle strength onlyColour vision onlyTopic: Inclusive Education

26Positive reinforcement increases a behaviour byAdding a valued consequence after the behaviourRemoving every learning taskIgnoring all progressApplying an unrelated penaltyTopic: Educational Psychology

27A teacher changes the next lesson after noticing misconceptions. This isUsing assessment evidence to adapt instructionSummative grading onlyStandardised testing without feedbackTeaching without evaluationTopic: Assessment

28The main purpose of classroom questioning is toElicit thinking, check understanding and extend learningFill time without a learning goalPunish incorrect answersReplace all student activityTopic: Pedagogy

29The Right to Education Act covers children in the age group3-66-1414-185-12Topic: Education Policy

30Formative assessment is mainly usedDuring learning to improve learningOnly at final examOnly for admissionOnly for ranking schoolsTopic: Pedagogy

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