Portfolio development relies on
a. teacher-made contents.
b. student interests and abilities.
c. both formal and informal assessment strategies.
d. conventional report card scoring/grading systems.
c
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Students are given a problem to solve. After 60 seconds they are stopped (before they finish) and the teacher demonstrates the right solution along with the comment, "I feel sorry for you because you haven't gotten any puzzles right so far." This is repeated for five problems. According to research by Graham and her colleagues,
a. students who receive pity from the teacher are more likely to attribute their failure to lack of ability than are students who do not receive the pity statements b. students who receive pity from the teacher work harder on new problems than students who do not receive the pity statements c. students who receive pity from the teacher feel more secure about their ability tosolve the problems than students who do not receive pity statements d. none of the above
Valid historical research a. relies solely on primary sources. b. is unable to apply the scientific method to the description and analysisof past events
c. confirms that few innovations in contemporary education are reallynew.d none of the above
When identifying vocabulary to teach, all of the following should be considered except:
a. the number of syllables in the word b. the utility of the word outside of the context of the text c. if the word’s meaning is able to be accessed by context d. the word’s necessity in the overall meaning of the text
Assessments that are likely to have a major impact on the student's future are
A. generally not part of the graduation requirements. B. high-stakes assessments. C. low-stakes assessments. D. not critically dependent on issues of reliability.