Comprehensive assessment does not just document students abilities to supply acceptable answers to questions or problems;
a. it also examines the students reasoning and problem-solving processes
b. it also examines the students scoring on standardized test
c. it also examines the students scoring on critical thinking skills
d. it also examines the students inquiry skills
[Ques. 2] The principles of teaching rest on a few fundamental assumptions about optimizing curriculum and instruction including that different types of learning call for
a. social construction as the most important teaching strategy
b. transmission and social construction as the methods of choice
c. a mixture of instructional methods and learning activities
d. instructional methods selected exclusively by students
[Ques. 3] The curriculum standards identify expected skill learning as well as appropriate:
a. depth of student learning
b. quality of student learning
c. level of student interest
d. content for students
[Ques. 4] One promising way to improve test scores in social studies and literacy is to:
a. emphasize grill and drill practice using the standards in both content areas as a guide.
b. use social studies texts and literature selections as the content base for some literacy activities.
c. teach each content area separately and culminate the units with integrative activities.
d. emphasize memorization for specific social studies content and drill for isolated skills.
[Ques. 5] Brophy, Alleman, and Halvorsen encourage teachers to:
a. ignore the standards, the tests, pacing guides, and the pressure associated with them.
b. view the standards as a complete curriculum and focus exclusively on test preparation.
c. become familiar with the standards, including the content and skills specified for other grade levels.
d. plan home assignments that focus primarily on skills practice and test preparation.
[Ques. 6] Some of the most successful social studies teachers cover less content not because they run out of time, but because they:
a. follow district mandates, pacing guides and quarterly testing.
b. adhere to students interests and make time for classroom discussions.
c. follow a sequence that alternates social studies and science instruction.
d. reduce content coverage and make time for student thinking.
[Ques. 7] While education is partly art, it should have balance as an:
a. experimental science grounded in extreme measures based on political ideology.
b. applied science with an established base of validated procedures that are gradually expanded and refined
c. experimental science with an established political base that is expanded and grounded in educational ideology.
d. applied science accompanied by calls for dramatic measures grounded in educational or political ideology.
[Ques. 8] Cognitive modeling by teachers involves their thinking out loud while modeling the use of the strategy for students.
a. True
b. False
[Ques. 9] Teachers expectations concerning what their students are capable of accomplishing do little to change what students come to expect from themselves.
a. True
b. False
[Ques. 10] Teachers can prepare students for learning by providing an initial structure to clarify intended outcomes and cue desired learning strategies. These learning orientations are often referred to as scaffolding.
a. True
b. False
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