TEST DESCRIPTION
This is a test item to evaluate your understanding of concept and theory taught in teaching and learning lessons.
It comprise of 12 items with varying questions types ranging from Multiple choice, True/False, Short Answer, Drag and Drop, Essay question, Multiple selection and Categorization.
Topics covered in this test include; Constructivism, cooperative and collaborative learning, Innovative Pedagogy, Self-regulated learning / learning to learn, Parental engagement and Teacher Professional Development.
The total score for this test is 60 marks .
60-55 = A
54-49 = B
48-33 = C
32 -27 = D
26 -0 = F
Read the questions carefully and provide only the correct answer.
GOOD LUCK!!!
TEST CONTENT REQUIREMENT TABLE
Content Area | Objective | Bloom's Level | Item Type(s) | No. of Items | Marks |
Innovative Pedagogy | Understand and differentiate the 9 models of Kennedy’s CPD | Evaluation | Free Response | 1 | 9 |
Constructivist Teaching (Good, 2008) | Distinguish between transmission and social construction views of learning | Understanding,Analysis | Multiple Select | 1 | 2 |
Parental Engagement (Imre, 2019) | Identify and analyze challenges and propose engagement strategies | Analysis, Application | 4 parts, Free Response | 1 | 12 |
Epstein’s 6 Types of Involvement | Classify practices under appropriate types of parental involvement | Understanding, Application | Drag and Drop | 1 | 3 |
Constructivism (Knowledge Forum) | Identify principles of constructivist learning from classroom interactions video | Understanding | Categorization | 1 | 6 |
Reflection (Korthagen’s ALACT) CPD | Map reflective statements to the stages of the ALACT reflection model | Application, Analysis | Drag and Drop | 1 | 3 |
SRL – Pintrich (1995) | Analyze cognitive regulation problems and propose strategies | Analysis, Application | Free response | 1 | 6 |
SRL – Misconceptions | Evaluate definition and characteristics of SRL | Evaluation | True/False | 1 | 1 |
Cooperative Learning (Task & Rewards) | Match task/reward structures to cooperative learning principles | Analysis | Multiple Choice | 1 | 1 |
Cooperative Learning (Johnson & Johnson) | List and apply the five essential elements of cooperative learning | Remembering, Application | Short Essay | 1 | 12 |
5 C’s Framework (OECD) | Categorize lesson design elements under relevant Cs of innovative pedagogy | Application, Analysis | Categorization | 1 | 3 |
OECD Pedagogical Clusters | Identify principles behind innovative pedagogy | Understanding | Multiple Select | 1 | 2 |
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| 12 | 60 |
SCENERIO
A school is dealing with poor performance in student engagement in classes and the management is debating between using deficit and transformative model for continuous professional development to help deal with this challenge.
As an educational consultant,
i. which model would you recommend as the most appropriate for this problem ?
ii. explain why you chose the chosen model
iii. highlight briefly the limitations of the alternative model.
According to Good (2008) "Looking in Classroom" social constructivism theories, read the following statement carefully and indicate which statements are TRUE based on comparison of the Transmission View vs the Social Construction View of teaching and learning
Select all that apply
Read the following question carefully. You are expected to provide informed, practical responses based on Imre (2019) and your own critical understanding.
PART A: IDENTIFICATION
Based on your understanding of Challenges Of Parental Engagement by Imre (2019), which of the following is a key challenge to effective parental engagement?
a. Overreliance on digital tools
b. Limited curriculum content
c. Unpleasant School experiences
d. High student absenteeism
PART B: ANALYSIS
Based on your response in part A, write 3-4 sentences explaining how this challenge may negatively impact student learning and emotional well being.
PART C: SOLUTIONS
Which of the underlisted strategies would be the most effective in addressing the challenge you identified? Select all that apply.
a. Limiting parental communication to formal PTA meetings
b. Creating a welcoming school environment through family-inclusive events
c. Hosting school-based storytelling and reflection events for parents
d. Sending automated academic reports weekly
e. Establishing parent support groups facilitated by counselors
PART D : JUSTIFICATION
Briefly in 2-3 sentences justify how at least one strategy in Part C would help encourage active parental engagement.
Instructions: Watch the Knowledge Forum video carefully. Based on what you observe, identify the constructivist principle demonstrated in each of the following examples. Choose from the list below.
A. Active Learning
B. Social Interaction
C. Building on Prior Knowledge
D. Reflection
E. Refinement
A student updates their idea after receiving feedback.
Learners create and post their own questions about the topic.
Groups collaborate to solve a complex problem together.
Students respond to each other’s posts with questions and feedback.
A student adds new examples to a peer’s idea based on personal experience.
Students link new concepts to things they already know.
Active Learning
Social Interaction
Building on Prior Knowledge
Reflection and Refinement
Building on Prior Knowledge
Social interaction
Scenario: Lynda often finds herself daydreaming while reading and forgets to revisit the material she missed. She plans to study more before the exam but usually runs out of time.
Question: Using Pintrich’s dimensions of SRL, analyze what Lynda could do differently to improve her self-regulation. Suggest two cognitive strategies she could use and explain how they would enhance her learning.
Scenario: Sandy always completes her assignments on time and scores well on tests. However, she never sets personal learning goals, never reflect on her learning process, and always obtain feedback from her teachers and parents about her next steps.
Statement: Sandy is a self-regulated learner because she performs well and meets all external academic expectations.
A science classroom uses a structure where students are assigned differentiated roles, perform different tasks, and are rewarded based on the quality of a shared group product.
Which combination from Table 6.1 (possible combination of task and reward structure) by Good T. L (2008) does this most closely represent?
According to the learning together model for Cooperative learning, developed by Johnson and Johnson (1999). Effective Cooperative learning is grounded in 5 essential elements.
a. List the 5 essential elements for effective cooperative learning.
b. Imagine you are designing a group project in your class, using your understanding of these element, explain briefly how you will integrate each element in your project.
Scenerio:
A science teacher combines project-based learning, group discussion and games simulation in a single lesson on climate action. The lesson is designed collaboratively by a team of teachers from science, geography, and ICT.
Question:
Categorize each design decision under the relevant C from the 5 C’s Framework of Innovative pedagogy.
Connoisseurship
Change
Context
Combination
Content
Interdisciplinary co-teaching and team -lessons design.
Using simulation games and real-world practical projects
Tailoring the lesson to the school local environmental issues
Training teachers on feedback practices and requirement
Which of the following statements align with the principles behind the OECD’s innovative pedagogical clusters? Select all that applies