Question :
111. Which of the following results do advocates of statewide : 1254782
111. Which of the following results do advocates of statewide standardized testing argue will be positive outcomes of the testing?
a. Increased emphasis on the education of gifted students
b. Increased student performance and more time teaching subjects tested
c. A holistic approach to testing a student’s social skills, flexible thinking, and creativity
d. Integration of all learning styles and teaching styles into the curricula
112. Which of the following is NOT an argument against statewide standardized tests?
a. Neglect of students who are gifted in favor of raising the overall achievement of other students
b. Rote memorization
c. Teaching to the test
d. Too much focus on developing the students’ thinking skills
113. Which of the following situations might be true for students who live in poverty?
a. Their schools will have older, more experienced teachers.
b. They will get more scholarship money and grant money for college than their wealthier peers.
c. They are more likely to have young, inexperienced teachers.
d. They are likely to have classes that encourage creativity and discovery learning.
114. Which of the following is true of schools in low-income areas?
a. They have higher attendance compared to schools in high-income areas.
b. Federal and state governments actively participate in the facilitation and assessment of the curricula.
c. They have very high graduation rates.
d. Teaching is more likely to encourage rote learning.
115. African American students are _____ times as likely as Latinos, Native Americans, or Whites to be suspended from school.
a. three
b. two
c. four
d. five
116. All of the following are effective ways to improve relationships among ethnically diverse students EXCEPT:
a. reducing bias.
b. being a competent cultural mediator.
c. turning the classroom into a segregated learning experience.
d. encouraging students to have positive interactions with students from diverse ethnic groups.
117. While researching the reasons for the large cross-cultural differences, Stevenson and his colleagues observed that more than _____ of total classroom time in the first grade was spent on math instruction in Japan, compared with only _____ of the time in the U.S. first-grade classrooms.
a. one-fourth; one-tenth
b. three-fourth; two-third
c. half; two-third
d. one-third; one-fourth
118. Carol Dweck defines the cognitive view individuals develop for themselves as:
a. self-efficacy.
b. metacognition.
c. mindset.
d. mind map.
119. Carol Dweck (2006) concluded that individuals have one of two mindsets, namely fixed mindset and:
a. variable mindset.
b. growth mindset.
c. open mindset.
d. apathetic mindset.
120. Individuals with a(n) _____ mindset believe their qualities can change and improve through their effort.
a. variable
b. apathetic
c. open
d. growth
121. Karen believes that her qualities and learning abilities cannot change no matter how much effort she gives. Therefore, she has decided not to try at all and let her grades plummet. According to Carol Dweck, which of the following best describes Karen’s mindset?
a. Variable
b. Apathetic
c. Fixed
d. Growth
