Each of the following statements is a characteristic of what students should be able to do when engaged in argumentation, except:
A. Decide which of two explanations is better supported by evidence.
B. Use logical reasoning in presentations.
C. Identify claims and support them with evidence.
D. Use models to represent things and events.
E. Collaborate with peers in order to find the best explanation of solution.
D. Use models to represent things and events.
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Which of the following can be meaningfully used as introductory material for context-dependent item sets?
I Formulas II Extracts from weekly magazines III Drawings IV Topographical maps a. All of these b. II only c. II, III, and IV only d. None of these
A good strategy for a difficult question on a test is to rewrite the question in your own words and see if that helps to answer it
A. True B. False
A number of demands have been identified as affecting student academic success and social demands. Which of those demands is characterized by behaviors and competencies associated with the acquisition, recording, remembering, and use of information?
a. Academic demands b. Content and performance demands c. Social, personal, adaptive demands d. Academic support skills demands
Mrs. Brown is debating about going over the results of the quiz she gave yesterday. She feels it is a waste of time. Based on research examining effective testing, which of the following is the most valid advice to give her?
a. Go over the results, because these discussions are often more valuable than the original instruction. b. Only go over items missed by more than two thirds of the class. c. Don't go over the results, since discussing the test takes up instructional time that can be better spent on new topics. d. Don't go over the results, since discussing the test leads to arguments that detract from classroom climate.