ABCTE- PTK (Assessment &
Writing) Exam Questions and
Answers 100% Accurate
Business Communication - ANSWER - Use concrete terms instead of abstract terms.
The best you know your audience, the better you can anticipate and incorporate
rules on how, what, and when to use specific words and terms.
Understand the relationship between universal or specific appeal to an audience or
context.
Clear and concise communication involves anticipation. Anticipating the language
that the reader is expected to know, unfamiliar terms, enables the writer to
communicate.
Promoting understanding and limiting misinterpretations are key goals of an
effective communicator.
Maintains Class Control - ANSWER - Students rely on teachers to establish and
maintain a safe and orderly learning environment that is welcoming, inclusive, and
allows each student to achieve his or her maximum potential. The need for student
discipline requires the teacher to develop a set of rules that establish boundaries for
behavior and to enforce them in a fair and consistent manner.
Successful teachers prepare for classroom disruption before they begin to occur.
Alongside creating a list, teacher should include consequences as part of the
introductory events that occur during the first week of school.
A well constructed, student-centered lesson plan is the best tactic that a teacher
can employ to avert student discipline situations.
Classroom Managment - ANSWER -
Productive Writing - ANSWER - Know when you are most productive (mornings,
afternoons, evenings...)
,If you cannot choose your timing, then dedication and perseverance is required.
To be productive:
1. You need to be alert.
2. Ready to work
3. Accomplish task with relative ease.
4. Write everyday
5. Develop an habit of concentrating while you write.
6. Critical thinking self-directed, self-disciplined, self-monitored, and self-corrective
thinking (attention to detail).
7. Have a positive attitude about writing in general.
Reading and writing from an audience-centered view means acknowledging your
confirmation bias and moving beyond it to consider multiple frames of references,
points of view, perspectives as you read, research, and write.
Break down writing in small manageable steps, that in turn, will provide you with a
platform for success.
Your rough draft as a purpose but its not your final product.
Let go of fear of failure.
Your desire for perfection should come in place when it comes to polishing your
finished product.
To eliminate fear of writing, make the unknown known. If we take out the mystery
out of the product and and process, we can see it for its essential components. We
see how our finished product should look.
Examine successful papers to get a better feel for what you have to produce.
Planning Checklist - ANSWER - 1. Determine your general purpose: are you trying to
inform, persuade, entertain, facilitate interaction, or motivate a reader? (who, what,
when, how, and why(optional)) Identifying "why" something happened or why a
certain decision is advantageous will be the essence of the communication.
,2. Determine your specific purpose: the desired outcome.
3. Credibility, Timing, and Audience
Which question below is MOST likely to generate the widest range of answers and
discussions among students? - ANSWER - A: Why would the author have ended the
book this way?
This question allows for both a wide range of answers and discussion of those
answers. The discussion is likely to be interesting because there are so many
possible answers to the question.
Why questions tend to be the most open-ended.
Why should a teacher always spend time explaining classroom rules during the first
few days of class? - ANSWER - A: To establish clear expectations for performance
and behavior.
Students benefit from clear, firm guidelines from the outset. The rules should be
changed only when necessary, not casually or according to students demands.
Which of the methods below will BEST hold students accountable for their full
participation in cooperative learning groups? - ANSWER - A: Assign each student in
the group a specific role in accomplishing the objectives of the activity.
If each student has a role in meeting the objectives and the activity is well
structured, then all students will be drawn into participating because they all have
something to do.
Grading students' work individually can be appropriate during cooperative learning
activities.
Students evaluating each other should be generally avoided.
processing application to create pages that include features such as images, multi-
column layouts, sidebars, headers, footers, links, and page backgrounds. Which of
the following would be the BEST culminating activity for this portion of the training?
, - ANSWER - A: Small teams producing a document under proctored conditions, using
specified features, and within a time limit.
The purpose of the training is to prepare students to apply what they learn. The
team and time limit conditions make the performance more realistic; the whole
activity promotes retaining and transferring what has been learned. Written test are
not ideal for gaining student mastery of a process. Since students will be working in
groups to produce the magazine, testing their solo performance is also unhelpful.
Which of the following is MOST likely to promote effective transfer of knowledge to
students? - ANSWER - A: Having students work on their own with specific
information related to a topic before giving an organizing lecture.
When teachers share standardized test results with parents, there is a large amount
of information in the score report to be discussed. Which information will be of
MOST use to a typical parent? - ANSWER - A: Parents will generally benefit most rom
specific information about how to help their children succeed. When parents know
their child's weaknesses, they can emphasize working to improve them. Parents
may want to know how their child had done in comparison to other students locally
and nationally, but the information does not help their child improve.
Knowledge: Recall and remember information - ANSWER - Defines
Describes
Identifies
Knows
Labels
Lists
Matches
Names
Outlines
Recalls
Recognize
Reproduce
Selects
