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ABCTE- PTK (Assessment & Writing) Exam with complete solution.
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ABCTE- PTK (Assessment & Writing) Exam with complete solution.
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ABCTE- PTK (Assessment & Writing) Exam withb b b b b b
complete solution
b b
Business bCommunication b- bCorrect b bAnswer b- bUse bconcrete bterms binstead bof babstract bterms. b
The bbest byou bknow byour baudience, bthe bbetter byou bcan banticipate band bincorporate brules bon bhow, bwhat, band bwhen bto
buse bspecific bwords band bterms. b
Understand bthe brelationship bbetween buniversal bor bspecific bappeal bto ban baudience bor bcontext. b
Clear band bconcise bcommunication binvolves banticipation. bAnticipating bthe blanguage bthat bthe breader bis bexpected bto bknow
bunfamiliar bterms, benables bthe bwriter bto bcommunicate. b
Promoting bunderstanding band blimiting bmisinterpretations bare bkey bgoals bof ban beffective bcommunicator.
Maintains bClass bControl b- bCorrect b bAnswer b- bStudents brely bon bteachers bto bestablish band bmaintain ba bsafe band borderly
blearning benvironment bthat bis bwelcoming, binclusive, band ballows beach bstudent bto bachieve bhis bor bher bmaximum bpotential.
bThe bneed bfor bstudent bdiscipline brequires bthe bteacher bto bdevelop ba bset bof brules bthat bestablish bboundaries bfor bbehavior
band bto benforce bthem bin ba bfair band bconsistent bmanner. b
Successful bteachers bprepare bfor bclassroom bdisruption bbefore bthey bbegin bto boccur. b
Alongside bcreating ba blist, bteacher bshould binclude bconsequences bas bpart bof bthe bintroductory bevents bthat boccur bduring bthe
bfirst bweek bof bschool. b
A bwell bconstructed, bstudent-centered blesson bplan bis bthe bbest btactic bthat ba bteacher bcan bemploy bto bavert bstudent bdisciplin
bsituations.
Classroom bManagment b- bCorrect b bAnswer b- b
Productive bWriting b- bCorrect b bAnswer b- bKnow bwhen byou bare bmost bproductive b(mornings, bafternoons, bevenings...)
If byou bcannot bchoose byour btiming, bthen bdedication band bperseverance bis brequired. b
To bbe bproductive:
1. bYou bneed bto bbe balert.
2. bReady bto bwork
3. bAccomplish btask bwith brelative bease. b
4. bWrite beveryday
5. bDevelop ban bhabit bof bconcentrating bwhile byou bwrite. b
6. bCritical bthinking bself-directed, bself-disciplined, bself-monitored, band bself-corrective bthinking b(attention bto bdetail).
7. bHave ba bpositive battitude babout bwriting bin bgeneral. b
Reading band bwriting bfrom ban baudience-centered bview bmeans backnowledging byour bconfirmation bbias band bmoving bbeyond
bit bto bconsider bmultiple bframes bof breferences, bpoints bof bview, bperspectives bas byou bread, bresearch, band bwrite. b
Break bdown bwriting bin bsmall bmanageable bsteps, bthat bin bturn, bwill bprovide byou bwith ba bplatform bfor bsuccess. b
Your brough bdraft bas ba bpurpose bbut bits bnot byour bfinal bproduct.
Let bgo bof bfear bof bfailure. b
Your bdesire bfor bperfection bshould bcome bin bplace bwhen bit bcomes bto bpolishing byour bfinished bproduct. b
,To beliminate bfear bof bwriting, bmake bthe bunknown bknown. bIf bwe btake bout bthe bmystery bout bof bthe bproduct band band
bprocess, bwe bcan bsee bit bfor bits bessential bcomponents. bWe bsee bhow bour bfinished bproduct bshould blook. b
Examine bsuccessful bpapers bto bget ba bbetter bfeel bfor bwhat byou bhave bto bproduce.
Planning bChecklist b- bCorrect b bAnswer b- b1. bDetermine byour bgeneral bpurpose: bare byou btrying bto binform, bpersuade,
bentertain, bfacilitate binteraction, bor bmotivate ba breader? b(who, bwhat, bwhen, bhow, band bwhy(optional)) bIdentifying b"why"
bsomething bhappened bor bwhy ba bcertain bdecision bis badvantageous bwill bbe bthe bessence bof bthe bcommunication. b
2. bDetermine byour bspecific bpurpose: bthe bdesired boutcome. b
3. bCredibility, bTiming, band bAudience
Which bquestion bbelow bis bMOST blikely bto bgenerate bthe bwidest brange bof banswers band bdiscussions bamong bstudents? b-
bCorrect b bAnswer b- bA: bWhy bwould bthe bauthor bhave bended bthe bbook bthis bway?
This bquestion ballows bfor bboth ba bwide brange bof banswers band bdiscussion bof bthose banswers. bThe bdiscussion bis blikely bto
bbe binteresting bbecause bthere bare bso bmany bpossible banswers bto bthe bquestion. b
Why bquestions btend bto bbe bthe bmost bopen-ended.
Why bshould ba bteacher balways bspend btime bexplaining bclassroom brules bduring bthe bfirst bfew bdays bof bclass? b- bCorrect b
bAnswer b- bA: bTo bestablish bclear bexpectations bfor bperformance band bbehavior. b
Students bbenefit bfrom bclear, bfirm bguidelines bfrom bthe boutset. bThe brules bshould bbe bchanged bonly bwhen bnecessary, bnot
bcasually bor baccording bto bstudents bdemands.
Which bof bthe bmethods bbelow bwill bBEST bhold bstudents baccountable bfor btheir bfull bparticipation bin bcooperative blearning
bgroups? b- bCorrect b bAnswer b- bA: bAssign beach bstudent bin bthe bgroup ba bspecific brole bin baccomplishing bthe bobjectives bof
bthe bactivity. b
If beach bstudent bhas ba brole bin bmeeting bthe bobjectives band bthe bactivity bis bwell bstructured, bthen ball bstudents bwill bbe
bdrawn binto bparticipating bbecause bthey ball bhave bsomething bto bdo. b
Grading bstudents' bwork bindividually bcan bbe bappropriate bduring bcooperative blearning bactivities. b
Students bevaluating beach bother bshould bbe bgenerally bavoided.
When bteachers bshare bstandardized btest bresults bwith bparents, bthere bis ba blarge bamount bof binformation bin bthe bscore breport
bto bbe bdiscussed. bWhich binformation bwill bbe bof bMOST buse bto ba btypical bparent? b- bCorrect b bAnswer b- bA: bParents bwill
bgenerally bbenefit bmost brom bspecific binformation babout bhow bto bhelp btheir bchildren bsucceed. bWhen bparents bknow btheir
bchild's bweaknesses, bthey bcan bemphasize bworking bto bimprove bthem. bParents bmay bwant bto bknow bhow btheir bchild bhad
bdone bin bcomparison bto bother bstudents blocally band bnationally, bbut bthe binformation bdoes bnot bhelp btheir bchild bimprove.
Knowledge: bRecall band bremember binformation b- bCorrect b bAnswer b- bDefines
Describes
Identifies
Knows
Labels
Lists
Matches
Names
Outlines
Recalls
Recognize
Reproduce
Selects
States
Memorize
Tells
Repeats
, Stem: bHow bmany bof bthe bfollowing b...?
Comprehension: bUnderstanding bthe bmeaning, btranslation, binterpolation, band bintepretation b- bCorrect b bAnswer b-
bComprehends
Converts
Paraphrase
Restate
Illustrate
Confirm
Match
Explains
Predicts
Defends
Generalizes
Compare
Distinguishes
Estimates
Extends
Gives bexamples
Rewrites
Translates
Infer
Summerizes
Transforms
Characterizes
Differentiates
Classifies
Stem: bDescribe bin byour bown bwords...
Application: bUse ba bconcept bin ba bnew bsituation. b- bCorrect b bAnswer b- bTypically brequires bthe bability bto btransfer blearning
binto ba bnew bsituation. bIn bturn, bthe bact bof btransferring brequires boperating bwith bthe brelationships bbetween bsituations. b
Applies
Changes
Draw
Solve
Model
Choose
Discover
Collect
Classify
Report
Show
Produce
Prepare
Make
Paint
Sketch
Computes
Constructs
Demonstrates
Manipulates
Modifies
Experiments
Stem: bHow bis b____ brelated bto b____ b?
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