ABCTE- PTK (Assessment & Writing) Exam with
n n n n n n
complete solution
n n
Business nCommunication n- nCorrect n nAnswer n- nUse nconcrete nterms ninstead nof nabstract nterms. n
The nbest nyou nknow nyour naudience, nthe nbetter nyou ncan nanticipate nand nincorporate nrules non nhow, nwhat, nand nwhen nto
nuse nspecific nwords nand nterms. n
Understand nthe nrelationship nbetween nuniversal nor nspecific nappeal nto nan naudience nor ncontext. n
Clear nand nconcise ncommunication ninvolves nanticipation. nAnticipating nthe nlanguage nthat nthe nreader nis nexpected nto nknow
nunfamiliar nterms, nenables nthe nwriter nto ncommunicate. n
Promoting nunderstanding nand nlimiting nmisinterpretations nare nkey ngoals nof nan neffective ncommunicator.
Maintains nClass nControl n- nCorrect n nAnswer n- nStudents nrely non nteachers nto nestablish nand nmaintain na nsafe nand norderly
nlearning nenvironment nthat nis nwelcoming, ninclusive, nand nallows neach nstudent nto nachieve nhis nor nher nmaximum npotential.
nThe nneed nfor nstudent ndiscipline nrequires nthe nteacher nto ndevelop na nset nof nrules nthat nestablish nboundaries nfor nbehavior
nand nto nenforce nthem nin na nfair nand nconsistent nmanner. n
Successful nteachers nprepare nfor nclassroom ndisruption nbefore nthey nbegin nto noccur. n
Alongside ncreating na nlist, nteacher nshould ninclude nconsequences nas npart nof nthe nintroductory nevents nthat noccur nduring nthe
nfirst nweek nof nschool. n
A nwell nconstructed, nstudent-centered nlesson nplan nis nthe nbest ntactic nthat na nteacher ncan nemploy nto navert nstudent ndisciplin
nsituations.
Classroom nManagment n- nCorrect n nAnswer n- n
Productive nWriting n- nCorrect n nAnswer n- nKnow nwhen nyou nare nmost nproductive n(mornings, nafternoons, nevenings...)
If nyou ncannot nchoose nyour ntiming, nthen ndedication nand nperseverance nis nrequired. n
To nbe nproductive:
1. nYou nneed nto nbe nalert.
2. nReady nto nwork
3. nAccomplish ntask nwith nrelative nease. n
4. nWrite neveryday
5. nDevelop nan nhabit nof nconcentrating nwhile nyou nwrite. n
6. nCritical nthinking nself-directed, nself-disciplined, nself-monitored, nand nself-corrective nthinking n(attention nto ndetail).
7. nHave na npositive nattitude nabout nwriting nin ngeneral. n
Reading nand nwriting nfrom nan naudience-centered nview nmeans nacknowledging nyour nconfirmation nbias nand nmoving nbeyond
nit nto nconsider nmultiple nframes nof nreferences, npoints nof nview, nperspectives nas nyou nread, nresearch, nand nwrite. n
Break ndown nwriting nin nsmall nmanageable nsteps, nthat nin nturn, nwill nprovide nyou nwith na nplatform nfor nsuccess. n
Your nrough ndraft nas na npurpose nbut nits nnot nyour nfinal nproduct.
Let ngo nof nfear nof nfailure. n
Your ndesire nfor nperfection nshould ncome nin nplace nwhen nit ncomes nto npolishing nyour nfinished nproduct. n
,To neliminate nfear nof nwriting, nmake nthe nunknown nknown. nIf nwe ntake nout nthe nmystery nout nof nthe nproduct nand nand
nprocess, nwe ncan nsee nit nfor nits nessential ncomponents. nWe nsee nhow nour nfinished nproduct nshould nlook. n
Examine nsuccessful npapers nto nget na nbetter nfeel nfor nwhat nyou nhave nto nproduce.
Planning nChecklist n- nCorrect n nAnswer n- n1. nDetermine nyour ngeneral npurpose: nare nyou ntrying nto ninform, npersuade,
nentertain, nfacilitate ninteraction, nor nmotivate na nreader? n(who, nwhat, nwhen, nhow, nand nwhy(optional)) nIdentifying n"why"
nsomething nhappened nor nwhy na ncertain ndecision nis nadvantageous nwill nbe nthe nessence nof nthe ncommunication. n
2. nDetermine nyour nspecific npurpose: nthe ndesired noutcome. n
3. nCredibility, nTiming, nand nAudience
Which nquestion nbelow nis nMOST nlikely nto ngenerate nthe nwidest nrange nof nanswers nand ndiscussions namong nstudents? n-
nCorrect n nAnswer n- nA: nWhy nwould nthe nauthor nhave nended nthe nbook nthis nway?
This nquestion nallows nfor nboth na nwide nrange nof nanswers nand ndiscussion nof nthose nanswers. nThe ndiscussion nis nlikely nto
nbe ninteresting nbecause nthere nare nso nmany npossible nanswers nto nthe nquestion. n
Why nquestions ntend nto nbe nthe nmost nopen-ended.
Why nshould na nteacher nalways nspend ntime nexplaining nclassroom nrules nduring nthe nfirst nfew ndays nof nclass? n- nCorrect n
nAnswer n- nA: nTo nestablish nclear nexpectations nfor nperformance nand nbehavior. n
Students nbenefit nfrom nclear, nfirm nguidelines nfrom nthe noutset. nThe nrules nshould nbe nchanged nonly nwhen nnecessary, nnot
ncasually nor naccording nto nstudents ndemands.
Which nof nthe nmethods nbelow nwill nBEST nhold nstudents naccountable nfor ntheir nfull nparticipation nin ncooperative nlearning
ngroups? n- nCorrect n nAnswer n- nA: nAssign neach nstudent nin nthe ngroup na nspecific nrole nin naccomplishing nthe nobjectives nof
nthe nactivity. n
If neach nstudent nhas na nrole nin nmeeting nthe nobjectives nand nthe nactivity nis nwell nstructured, nthen nall nstudents nwill nbe
ndrawn ninto nparticipating nbecause nthey nall nhave nsomething nto ndo. n
Grading nstudents' nwork nindividually ncan nbe nappropriate nduring ncooperative nlearning nactivities. n
Students nevaluating neach nother nshould nbe ngenerally navoided.
When nteachers nshare nstandardized ntest nresults nwith nparents, nthere nis na nlarge namount nof ninformation nin nthe nscore nreport
nto nbe ndiscussed. nWhich ninformation nwill nbe nof nMOST nuse nto na ntypical nparent? n- nCorrect n nAnswer n- nA: nParents nwill
ngenerally nbenefit nmost nrom nspecific ninformation nabout nhow nto nhelp ntheir nchildren nsucceed. nWhen nparents nknow ntheir
nchild's nweaknesses, nthey ncan nemphasize nworking nto nimprove nthem. nParents nmay nwant nto nknow nhow ntheir nchild nhad
ndone nin ncomparison nto nother nstudents nlocally nand nnationally, nbut nthe ninformation ndoes nnot nhelp ntheir nchild nimprove.
Knowledge: nRecall nand nremember ninformation n- nCorrect n nAnswer n- nDefines
Describes
Identifies
Knows
Labels
Lists
Matches
Names
Outlines
Recalls
Recognize
Reproduce
Selects
States
Memorize
Tells
Repeats
, Stem: nHow nmany nof nthe nfollowing n...?
Comprehension: nUnderstanding nthe nmeaning, ntranslation, ninterpolation, nand nintepretation n- nCorrect n nAnswer n-
nComprehends
Converts
Paraphrase
Restate
Illustrate
Confirm
Match
Explains
Predicts
Defends
Generalizes
Compare
Distinguishes
Estimates
Extends
Gives nexamples
Rewrites
Translates
Infer
Summerizes
Transforms
Characterizes
Differentiates
Classifies
Stem: nDescribe nin nyour nown nwords...
Application: nUse na nconcept nin na nnew nsituation. n- nCorrect n nAnswer n- nTypically nrequires nthe nability nto ntransfer nlearning
ninto na nnew nsituation. nIn nturn, nthe nact nof ntransferring nrequires noperating nwith nthe nrelationships nbetween nsituations. n
Applies
Changes
Draw
Solve
Model
Choose
Discover
Collect
Classify
Report
Show
Produce
Prepare
Make
Paint
Sketch
Computes
Constructs
Demonstrates
Manipulates
Modifies
Experiments
Stem: nHow nis n____ nrelated nto n____ n?
