Are you ready to take the PTK Exam?

The Cohort 16 members have been religiously attending the PTK Sunday classes. Now that it is over, take this short quiz to see if you have benefitted from the lectures.

This may be a reflection of your preparedness to take the PTK exam. Check if you have studied enough to pass the exam or you might need to do some more reviewing. So, are you ready to take the PTK exam?

Created by: amycel of powerteachers
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1. What is your age?
Under 18 Years Old
18 to 24 Years Old
25 to 30 Years Old
31 to 40 Years Old
41 to 50 Years Old
51 to 60 Years Old
Over 60 Years Old
2. What is your gender?
3. In developing a written classroom test, the teacher's primary goal should be to create a test that:
challenges students to apply knowledge and skills in ways that are new to them.
yields information about student strengths and needs in relation to instructional objectives.
clarifies differences among students in regard to targeted knowledge and skills.
provides information about students' long-term potential to achieve as well as about their current achievement.
4. A group of educators has been asked to create a new district arts curriculum based on new state standards. To ensure development of an effective district curriculum, the educators should adhere to which of the following principles?
Focus on skills-related goals rather than content goals in the curriculum for each grade level.
For each grade level, specify content and skills goals at varied levels of difficulty for students functioning at different levels.
Use knowledge of students' developmental levels and prior learning to help define content and skills for each grade level.
For each grade level, emphasize content and skills in the arts that have clear interdisciplinary connections.
5. Inquiry-based learning (discovery learning) is a particularly appropriate instructional approach for teachers to select when they wish to ensure that students have opportunities to:
engage actively in the process of constructing knowledge.
learn new content in a standard progression from simpler to more complex
set clear learning goals and monitor progress in achieving their goals.
gain an overview of a broad area of content to facilitate subsequent learning.
6. An English teacher who is planning a unit on Elizabethan drama is trying to decide whether to spend class time viewing a video on Elizabethan England. The teacher should make the decision based primarily on whether:
the students in the class have had previous success with learning
the video will require students to use higher-level thinking skills than
the students in the class exhibit a preference for whole-class rather
the video will provide an effective means of introducing or reinforcing
7. A social studies teacher notices several students debating the new school dress code as they enter class. As more students arrive in the classroom, they join in the debate. In recent weeks, the students have been studying individual rights in a democracy
It will encourage the students to make interdisciplinary connections relating social studies content to content they are learning in other subject areas.
It will prompt the students to assess their own understanding of the topics they have been studying and recognize misconceptions they may have developed.
It will motivate the students to become involved in thinking about course content by linking it to issues that are important to them.
It will help the students develop a clear, coherent overview of course
8. Following a brief class discussion about the new dress code, the teacher suggests that the students hold a debate on the topic. The teacher helps the class generate a list of guidelines that each student should follow during the debate. The purpose of
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9. Students in a high school class will use the Internet to gather information for research reports. The students can best evaluate the accuracy and validity of the information on a Web site by checking:
how many links are presented on the site and how often they are updated?
whether the author's credentials are listed on the site and can be verified.
how clearly and concisely the information is presented.
whether the information is presented in a serious and authoritative manner.
10. Historically, a fundamental goal of public schools in the United States has been to:
serve as a counterbalance to the influence of society's other institutions (e.g., economic, religious).
promote the idea that the well-being of the individual is subordinate to that of society.
prepare individuals to be productive citizens in their community and in the broader society.
prompt individuals to question key values and assumptions underlying their society's political system.
11. Ms. Lee, a high school science teacher, is teaching a unit on the structure and functions of the cell as specified in her district's biology curriculum. As she leads a class discussion intended to reinforce content covered during the past week, students
Is the content of this unit appropriate for students at this grade level?
How can I adjust my instruction to teach students this content more effectively?
Would a written test provide a more accurate picture of student learning than a class discussion?
How could I have communicated a stronger message to students about the relevance of this content?
12. Secondary school teachers can best foster a sense of partnership in the learning process with the parents/guardians/caregivers of all students by:
acknowledging the parents'/guardians'/caregivers' expertise regarding their children and using their input to enhance their children's instruction.
suggesting that all parents/guardians/caregivers come to school to share with their children's class relevant knowledge and skills that they may have.
ensuring that meetings with parents/guardians/caregivers focus mainly on their children's learning achievements rather than on problems or needs.
having parents/guardians/caregivers routinely participate in planning for
13. A high school has used grant funds to install two computers in each classroom. At a faculty meeting, teachers note that some students seem to have far more interest than others in working with the computers. In particular, students who have computers in t
Help students with little interest in computers to define their own interests, and provide them with opportunities to pursue learning in self-selected areas that do not require substantial computer skills.
Organize activities in ways that ensure that all students will have ample opportunity and encouragement to gain proficiency with computers.
Use various strategies to communicate with students' families about the importance of computers and the benefits of having a computer in the home.
Strive to have all students achieve approximately equivalent computer proficiency by having students with the least skill and experience spend the most time with the classroom computers.
14. During a health unit, a ninth-grade teacher asks his students to imagine that they have just found out that a friend is selling drugs. He asks the students to suggest possible actions they might take in response (e.g., tell a teacher, talk to the student,
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15. Teachers in a large urban junior high school are meeting to discuss the high drop-out rate in their district and strategies they can use in their classrooms to reduce the likelihood of their students' dropping out of school. These teachers should be a
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16. Of the following, the most significant advantage of using a full-inclusion model to provide special education services to students with disabilities is that this approach:
fosters all students' understanding and appreciation of individual differences.
facilitates the individualization of instruction based on the specific strengths and needs of students with disabilities.
motivates classroom teachers to expand their repertoire of teaching strategies.
encourages the parents/guardians/ caregivers of students with disabilities to take a more active role in their children's education.
17. The teacher is considering how to motivate a student with a history of limited academic success. The student has developed an expectation of failure that makes him reluctant to put effort into his schoolwork. Which two of the following strategies would li
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18. One skill that the class will be learning during the report-writing activity is note taking. When planning the note-taking component, the teacher should be aware that, in terms of cognitive development, students of this age typically find it most difficul
create categories for organizing varied types of information.
recognize repeated information in a text.
identify information that is not related to a specific topic.
copy information accurately from a text.
19. Use the excerpt below from a first-grade science lesson to answer the three questions that follow. Ms. Lamont's first-grade class is just beginning a life science unit. In an introductory lesson on the functions of skin, Ms. Lamont talks to her studen
encouraging students to reflect on inconsistencies between their current beliefs and new information
using students' prior knowledge as a basis for understanding new content
helping students relate knowledge in one content area to other domains of knowledge
prompting students to generate the questions that the teacher plans to address
20. Ms. Lamont's instructional strategy is an especially good one for young children because of its:
emphasis on directly observable phenomena.
responsiveness to individual students' strengths and needs.
emphasis on the use of creative problem solving.
responsiveness to a variety of learning styles.
21. Ms. Lamont's questioning strategy in this lesson serves primarily to:
motivate students' independent exploration of ideas.
establish students' recognition of conflicting ideas that need to be resolved.
encourage students' active involvement in learning.
promote students' comprehension of information they have just encountered for the first time.
22. According to research studies, which of the following home factors is likely to have the greatest effect on an elementary student's perception of his or her own academic competence?
disciplinary practices used in the home
birth order and nature of relationships with siblings
parents' expressed beliefs about the student's abilities
types and educational value of playthings in the home
23. A fourth-grade teacher wants to help her students develop the habit of using self-monitoring to improve their comprehension of content-area readings. Which of the following strategies is likely to be most effective in accomplishing this goal?
After students read a passage, they spend a few minutes writing in a learning log what they learned about the topic and what they did not understand.
Before students read a passage, they quickly write down what they already know about the topic and then briefly discuss what they wrote with a partner.
After students read a passage, they answer a set of questions the teacher has developed about the vocabulary and facts introduced in the passage.
Before students read a passage, they scan the text to identify unfamiliar
24. A new elementary school teacher has been assigned to teach in a classroom that includes students from many cultural backgrounds. The teacher wants to ensure that the students' learning experiences will be positive and productive. This can best be accompli
A student's cultural background can be expected to have a negligible
Students from all cultural groups are likely to learn best if lessons are designed to avoid reference to any specific groups represented in the class.
Students within a particular cultural group can be expected to exhibit a broad range of interests, strengths, and needs.
Students from different cultural groups are not likely to share similar values and goals in regard to education.
25. Several months into the school year, a second-grade teacher is informed that Carl, a student with a moderate hearing loss, will be joining her class in a week. Carl wears hearing aids, and although his speech sounds unusual, he is able to communicate effe
Inform students that Carl, a student with a disability, will be joining the class and discuss why they should not talk about the disability with him or in his presence.
Conduct a lesson before Carl's arrival that addresses how people hear sound and different types of hearing loss.
Inform students that a new classmate, Carl, will be joining them, but allow them to learn about their new classmate on their own after his arrival.
Explain before Carl's arrival that he wears hearing aids and why, and invite students to ask any questions they have on the subject.
26. Ms. Santoro is a preschool teacher whose class includes three and four year olds. In the first week of school, she receives a large number of complaints from children in the reading center that children playing in the block and dress-up areas are too nois
Hold a class meeting to explain the problem to the children and ask for their help in finding a way to solve it.
Identify the children whose behavior is most problematic and schedule conferences with their parents to discuss the matter.
Analyze the layout of the room to assess whether changes in the spatial arrangement would be likely to solve the problem.
Establish a system of rewards to be given at the end of each week to the children who have been most considerate of others.
27. In which of the following situations would it be most important for the faculty at a school to reevaluate the adequacy of its current curriculum?
The school recently received a textbook grant and plans to purchase new textbooks for many classrooms.
State and national professional organizations in some subject areas have recently changed their curriculum guidelines.
A substantial proportion of the school's faculty has changed since the current curriculum was developed.
Teachers have begun emphasizing newer teaching methods, such as cooperative learning, over more traditional methods.
28. A teacher's use of which of the following procedures can best help ensure fair and accurate assessment of content-area learning for students for whom English is a second language?
Give the students varied opportunities (e.g., through speaking, writing, performing) to demonstrate what they have learned.
Emphasize the students' use of self-assessment procedures in evaluating their acquisition of knowledge and skills.
Administer classroom tests on a flexible schedule that allows the students themselves to determine when they are ready to be evaluated.
Use standardized, grade-level assessments whose norm group includes nonnative-English speakers to monitor the students' learning on an ongoing basis.
29. A sixth-grade teacher creates a questionnaire for each student to complete during the first week of school. The following are typical items on the questionnaire. Answerable by Yes, Sometimes & No I like to work by myself. I like to do projec
promote students' recognition of the value of varied types of learning experiences.
evaluate the effectiveness of instructional activities and approaches used with the class.
plan instructional activities that are responsive to students' learning styles and preferences.
develop appropriate expectations for each student's behavior and achievement in the class.
30. A third-grade teacher begins a lesson on nutrition by asking the class to help him develop a day's menu for each of two imaginary characters, Pat and Val. Pat, he tells the class, eats a healthful diet every day, while Val eats only foods with little nutr
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31. Students in a fifth-grade classroom will use the Internet to conduct research for a social studies project. How can the teacher most effectively use the features of the Internet and Web browsers to help the students learn how to use the Internet for their
by using a search engine while planning the project to prepare a list of appropriate pages for the students to visit as they conduct their research
by helping the students use the browser's "favorites" or "bookmark" feature to mark good sites to revisit and explore further
by using the browser's "history" and "back" functions to gather source and bibliographic information on the Web sites that the students have visited
by helping the students use the "feedback" or "e-mail" feature on the Web pages that they visit to address questions directly to the authors of those pages
32. In school districts, the major responsibilities of the district superintendent include: I. implementing policy decisions of the local school board. II. representing faculty in contract negotiations. III. approving and adopting annual district budget
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33. Mr. Anderson, a fifth-grade teacher, learns that his supervisor will be observing him as he presents a lesson to one of his classes. The observation is part of a formative evaluation system used regularly in the school to promote teachers' professional gr
Elicit from the supervisor as many ideas as possible about alternative ways to present content that is relevant to the lesson that will be observed.
Provide the supervisor with research justifying the instructional methods he plans to use during the observation.
Ask the supervisor to describe lessons presented by other school faculty who have performed especially well on similar evaluations.
Talk to the supervisor about self-identified areas of need and request feedback about performance in those areas.
34. A number of parents and community members have volunteered to help out for several hours a week in an elementary school classroom. Guidelines that the teacher could establish to make the best use of such volunteers include: I. using volunteers primarily
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35. A sixth-grade teacher has concerns about Becky, a student with special needs who has not been making much progress in achieving the goals in her individualized education program (IEP). The teacher has followed the recommendations in Becky's IEP and has be
requesting that members of Becky's IEP team meet as soon as possible to discuss the situation and reconsider the appropriateness of her current IEP
continuing to maintain records documenting Becky's problems, and share the information with other members of the IEP team at the next scheduled team meeting
revising the current IEP goals immediately to reflect Becky's strengths and needs better and notify others on Becky's IEP team of the changes
discussing the situation with Becky's parents and have them decide whether to meet now with Becky's IEP team or wait until the next regularly scheduled meeting

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