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ABCTE PTK assessment PRACTICE EXAM WITH COMPLETE SOLUTION..
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ABCTE PTK assessment PRACTICE EXAM WITHn n n n n
COMPLETE SOLUTION.
n n
An n11th ngrade nclass nhas njust nfinished nreading nthe ngrapes nof nwrath. nWhat nis nthe nbest nway nto nassess nstudents
nunderstanding nof nthe nbook n? n- nAnswer n- n n na nhomework nassignment nthat nrequires nstudents nto nreflect non nfacts nand nkey
npoints
why? nthe nassessment nis naligned nwith nlesson ncontent. nthe nquestion ndoes nnot nstate nthat nthe nteacher nhas ntaught nthe nclass
nabout nliterary nterms, nsuch nplot nand ntheme nlike nchoice nc naddressed n(written ntest nabout nplot, ntheme, nand nmain
ncharacters)
What nis nthe nunbiased nstandard ndeviation nof nthe nfollowing nsample?
Student nScore n1 n3 n5 n7 n9 n- nAnswer n- n n n4.28
The ncorrect nanswer nis nB.
Step n1: nThe nmean nis n5.
Step n2: nSubtracting nthe nmean nfrom neach nscore.
n
(1−5) n= n−4 n
(3−5) n= n−2 n
(5−5) n= n0 n
(7−5) n= n2 n
(9−5) n= n4 n
Step n3: nSquaring nthe nresult nfor neach nscore. n
n
16 n
4n
0n
4n
16 n
Step n4: nAdding nthe nresults n(16 n+ n4 n+0 n+ n4 n+ n16) n= n40
Step n5: nDividing n40 nby nthe nnumber nof nscores nminus n1 n= n10
Step n6: nThe nsquare nroot nof n10 nis napproximately n3.16.
Which nof nthe nfollowing nBEST ndescribes nwhat na nPearson ncoefficient nof nzero nbetween nscores non ntwo ntests nwould
nindicate nto na nteacher? n- nAnswer n- n n nThe nscores non nthe ntwo ntests nare n...unrelated
nA nPearson ncoefficient nof nzero nindicates nthat nthe nscores non nthe ntwo ntests nare nnot nrelated nin na nreliable nor npredictable
nway.
If nthe ngraph nof na ndata ndistribution nshows nthat nthe nmean nis ngraphed nto nthe nright nof nthe nmode, nwhich nof nthe nfollowing
nis nmost nlikely ntrue? n- nAnswer n- n n npositively nskewed
The ncorrect nanswer nis nA. nIn na npositively nskewed nfrequency ndistribution, nthe nmean nmoves nto nthe nright nof nthe nmode nan
nthe nmajority nof nthe nscores nfall nbelow nthe nmean. nFor na nfrequency ndistribution nthat nis nnegatively nskewed, nthe nmean
nmoves nto nthe nleft nof nthe nmode nand nis nshaped nso nthat nthe nmajority nof nits nscores nfall nabove nits nmean. nIn na npositively
nskewed ndistribution, nthe nmedian nis ngenerally nless nthan nthe nmean.
, Which nof nthe nfollowing nBEST ndescribes na ngraph nof na nbimodal ndistribution? n- nAnswer n- n n nThere nare ntwo npoints nof
nhigh nfrequency ndata nwithin nthe ndistribution.
The ncorrect nanswer nis nB. n"Bimodal" nmeans nthat nthere nare ntwo nmodes nor npeaks nwithin nthe nsame ndistribution nof ndata.
nThe ntwo nmodes nwill nnot nnecessary nreflect ntwo nextremes nand nmay nbe nclustered nnear none nanother.
at nthe nend nof na nunit non nworld nwar nII, nstudents ntake na ntest non nthe nmajor naspects nof nthe nwar. nthe nteacher nuses nthe ntes
nresults nfor ngrading nand nevaluation. nthis nis nan nexample nof nwhat ntype nof nassessment? n- nAnswer n- n n nSummative
What nassessment nprovides nfeedback nto na nteacher nafter nstudent npractice nand nis nusually nnot nused nfor ngrading npurposes? n
nAnswer n- n n nFormative
What nassessment nhelps nteachers nunderstand nstudent's nskills nand nprior nknowledge nin norder nto nadjust nfuture nlessons? n-
nAnswer n- n n nDiagnostic
What nassessments nusually ninvolve nan nactivity nor napplication nof nhands non nskills? n- nAnswer n- n n nPerformance
A n2 ngrade nstudent nthrows nviolent ntantrums nin nclass. nThe nteacher nhas ntried nseveral nknown nclassroom nmanagement
ntechniques, nbut nthe ntantrums nare nbecoming nmore nsevere. nWhich nresponse nwould nbest nhelp nthis nstudent? n- nAnswer n- n n
nAsk nfor nhelp nfrom nother nschool nor ndistrict nprofessionals
not- ntell nparents nits ngetting nworse
Why? nThe nseverity nof nthe nsituation nindicates nthat nexpertise nfrom nother nprofessionals nis nneeded. nOther nchoices nhave
nmost nlikely nbeen naddresses nand nare ntoo npassive nfor nsevere nand nviolent nbehavior.
A nteacher nis nwriting nan nassessment nto ntest nstudents' nknowledge nof nmass, nvolume, nand ndensity. nWhich none nof nthe
nfollowing nBEST ndescribes nthe ntypes nof nproblems nthe nteacher nshould ninclude nin nthe nexam?
A. nAsk nstudents nto ngeneralize nlearned nconcepts nto nnew nscenarios
C. nQuestion nstudents non ndefinitions nof nmass, nvolume, nand ndensity. n- nAnswer n- n n nA., nassessments nshould nbe nused nto
ndetermine nwhether nstudents ncan ngeneralize nconcepts nto nnew nscenarios nand nproblems. nHaving nstudents ncalculate nthe
nmass nof nan nobject nin nthe nroom, nchoice nB, nmay nbe na ngood nquestion, nbut ndoes nnot naddress nthe nassessment nas na nwhole
nStudents nshould nalready nhave na nfirm nunderstanding nof nmass, nvolume, nand ndensity nif nthey nare napplying nthe nconcepts.
During nc nlass ndiscussions, nEnglish nstudents nhave nbeen nanswering nopen-ended nquestions nregarding nthe ncurrent nreading.
nWhich none nof nthe nfollowing nwould nbe nthe nmost nvalid nassessment nfor nthis nmaterial?
A. nA nwritten nquiz nwhere nstudents nprovide nshort nanswer nresponses
C nAn nessay nproject nwhere nstudents nsummarize ntheir nreading n- nAnswer n- n n nA. nTo nkeep nan nassessment nvalid, nstudents
nshould nbe ntested nin nthe nsame nor nsimilar nmodality nas nclassroom npractice. nA nshort nanswer nresponse nis nthe nmost nsimilar
nto nthe nin-class ndiscussion nquestions.
A ntenth-grade nEnglish nteacher nhas nassigned nher nnew nclass nto nread nfive nchapters nfrom nThe nGreat nGatsby nas nhomework
nbut nfinds nthat nseveral nstudents ndid nnot ncomplete nthe nreading nthe nnext nday. nWhich none nof nthe nfollowing nshould nthe
nteacher ndo nfirst?
B. nDetermine nwhether nthe nstudents nhave nspecial nneeds nthat nmay nrequire ncorrective nremedies.
C. nDisciplinary naction
D. nRequire nparents nor nguardians nto nsign na npiece nof npaper n- nAnswer n- n n nB. n-Before nimplenting nany ncorrective
ndisciplinary naction nor npotentially nembarrassing nstudents nby nhaving nthem nsummarize nthe nreading nfor nthe nrest nof nthe
nclass, nthe nteacher nmust ndetermine nif nthere nis na nlearning ndisability nor n(dyslexia) nor nother nspecial nneed nthat nmay nrequir
ngiving nstudents nmore ntime nto ncomplete nthe nreadings. nRequiring nparents nto nsign npaper nshould nonly nbe nused nif nno
nspecial nneeds nare nidentified nand nstudents nrepeatedly nfail nto ncomplete nassignments.
Student nhas nscored nalmost nperfect non nevery nmath ntest nexcept none, non nwhich nthey nreceived na nfailing ngrade. nThe nteache
nnormally ncalculates na nstudent's noverall ngrade nusing nthe nmean. nWhich none nof nthe nfollowing nteacher nresponses nwould
nbest nrepreset nthe nstudent's nlearning?
A. nusE nSTANDard ndeviation
b. nconsider nrevising nstudent's ngrade nusing nthe nmode nor nmedian n- nAnswer n- n n nb. nthe nmean, nor naverage, nfor nthis nstuden
nis nheavily nskewed nby none nlow nscore. nBy nlooking nat nother ncentral nmeasures nof nthe nstudent's ngrade, nthe nteacher ncan nse
nwhich none nbest nreflects nactual nlearning. nStandard ndeviation, nwould nnot nbe nan nappropriate nmeasure.
A nteacher nwants nto nfind nout nhow nwell nstudents ncan napply nmath nskills nto nreal nworls nscenarios. nwhich none nof nthe
nfollowing nis nthe nbest nquestion nformat nfor ntesting nthis nknowledge?
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