Evaluation Feedback For Classroom Learning! Trivia Questions Quiz

21 Questions | Total Attempts: 201

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Evaluation Feedback For Classroom Learning! Trivia Questions Quiz

This trivia quiz is an Evaluation Feedback For Classroom Learning! Students are expected to give it a try to assess what they have learned so far when it comes to their classes on different types of knowledge they are set to acquire. Do give it a try and see if you should revisit your notes to get a better understanding.


Questions and Answers
  • 1. 
    Which of the following is not one of the three content segments that must be included for the most effective unit?
    • A. 

      Generating and Testing Hypothesis

    • B. 

      Deepening Understanding of New Knowledge

    • C. 

      Interacting with New Knowledge

    • D. 

      Similarities and Differences

  • 2. 
    Which of the following research-based instructional strategies is most helpful to use when students are interacting with new knowledge?
    • A. 

      Differences and Similarities

    • B. 

      Non-linguistic Representations

    • C. 

      Review and Revise

    • D. 

      Homework and Practice

    • E. 

      Generating and Testing Hypotheses

  • 3. 
    Critical input experiences are most powerful for students when teachers use which means of instruction?
    • A. 

      Visual Instruction

    • B. 

      Dramatic Instruction

    • C. 

      Verbal Instruction

    • D. 

      Reading Instruction

    • E. 

      Repetitive Instruction

  • 4. 
    Which best describes Critical-Input experience?
    • A. 

      A learning experience that is always hands-on at the beginning of the unit.

    • B. 

      When the teacher provides students the opportunity to give input regarding the content.

    • C. 

      A learning experience that is exciting and fun for students.

    • D. 

      Students are asked to research the most critical concepts of a unit.

    • E. 

      It is critical for students to interact with the most important concepts of the unit in a highly engaging way during the interacting with new knowledge segment..

  • 5. 
    Which is not an example of students using non-linguistic representations to process information?
    • A. 

      Students creating a picture in their mind on a concept.

    • B. 

      Students drawing a picture to define a word.

    • C. 

      Students thinking about the content and then explaining it in their own words to a partner.

    • D. 

      Students moving their body in a similar way to the concept.

    • E. 

      Students creating a model.

  • 6. 
    Which instructional strategy or strategies yield (s) the highest student achievement when students need to practice and deepen their understanding of new knowledge?
    • A. 

      Modeling/Guided Practice/Independent Practice

    • B. 

      Similarities and Differences

    • C. 

      Previewing

    • D. 

      All of the above

    • E. 

      A & B

  • 7. 
    Which is not an example of Procedural Knowledge?
    • A. 

      Plotting the longitude and latitude lines on a map

    • B. 

      Simplifying fractions

    • C. 

      Characteristics of a cell

    • D. 

      Hitting a softball

    • E. 

      Identifying the main idea of a paragraph

  • 8. 
      Which Content Segment is this clip?  Click on the above question to access the clip.
    • A. 

      Interacting with New Knowledge

    • B. 

      Deepening understanding of new knowledge

    • C. 

      Generating and Testing Hypotheses

  • 9. 
    QUEST feedback received during a Site Visit is evaluative.
    • A. 

      True

    • B. 

      False

  • 10. 
    Providing subjective versus objective comments in the evidence space on the QUEST tool for teachers observed is highly recommended.
    • A. 

      True

    • B. 

      False

  • 11. 
    Which of the following is a phrase you might expect to hear during the Interacting with New Knowledge content segment?
    • A. 

      “Today we are going to complete the experiment we have been setting up during the last few days.”

    • B. 

      “Today you will be taking a quiz over on the water cycle.”

    • C. 

      “Has anyone ever heard the term – water cycle?”

    • D. 

      “Today you will be working in groups to create illustrations of the different steps of the water cycle.”

  • 12. 
    Which of the following is a phrase you might expect to hear during the Deepening Understanding of New Knowledge content segment?
    • A. 

      “Has anyone ever heard the term – water cycle?”

    • B. 

      “Today you will be working in groups to create illustrations of the different steps of the water cycle.”

    • C. 

      “Today we are going to complete the experiment we have been setting up during the last few days.”

    • D. 

      “Today we will be working on a brand-new concept – the water cycle!”

  • 13. 
    Which of the following is a phrase you might expect to hear during the Generating and Testing Hypotheses content segment?
    • A. 

      “Today we are going to complete the experiment we have been setting up during the last few days.”

    • B. 

      “Has anyone ever heard the term – water cycle?”

    • C. 

      “Today you will be working in groups to create illustrations of the different steps of the water cycle.”

  • 14. 
    When scripting “evidence” under observation criteria, what is an appropriate starting phrase?
    • A. 

      You did not…

    • B. 

      Students were asked…

    • C. 

      The teacher forgot…

    • D. 

      Why did you…?

  • 15. 
    When scripting “evidence” under observation criteria, the main objective is always to outline exactly what the teacher did poorly?
    • A. 

      True

    • B. 

      False

  • 16. 
    Provide the teacher with the appropriate feedback for "Lesson Structure and Pacing" when the following was observed: The class schedule said that Math was scheduled from 1:00-2:00 each day.  When the observer arrived at 12:55 students were working on a Social Studies lesson.  At 1:10 the teacher wrapped up the lesson by asking students to answer the EQ's for the lesson with a partner.  At 1:15 the teacher began collecting Social Studies materials.  At 1:20, the teacher announced we will now begin Math.  The teacher said, "Please open your book to Chapter 12 and begin working where you left off yesterday."  Students continued to work independently for 15 minutes.
    • A. 

      The lesson structure is coherent, with an introduction, middle and closure, the lesson is fast paced with allowing enough time for completion of activities, lesson closure and reflection.

    • B. 

      The lesson has a structure with an introduction, middle and closure, and provides an appropriate amount of time for each component.

    • C. 

      The lesson has a structure, but is missing more than one of the elements listed.

    • D. 

      The lesson has no apparent structure and is missing more than one of the elements listed.

  • 17. 
    Provide the teacher with the appropriate feedback for "Protection of Instructional Time" when the following was observed: The class schedule said that Math was scheduled from 1:00-2:00 each day.  When the observer arrived at 12:55 students were working on a Social Studies lesson.  At 1:10 the teacher wrapped up the lesson by asking students to answer the EQ's for the lesson with a partner.  At 1:15 the teacher began collecting Social Studies materials.  At 1:30, the teacher announced we will now begin Math.  The teacher said, "Please open your book to Chapter 12 and begin working where you left off yesterday."  Students continued to work independently for 15 minutes.
    • A. 

      Students were engaged from bell-to-bell with seamless routines for classroom procedures, including distributing materials, and no instructional time is lost during transitions.

    • B. 

      2-The lesson starts without interruptions, routines are efficient, and little instructional time is lost during transitions.

    • C. 

      1-The lesson does not start promptly, or routines for distributing materials are inefficient or instructional time is lost during transitions.

    • D. 

      0-The lesson does not start promptly, and routines for distributing materials are inefficient or instructional time is lost during transitions.

  • 18. 
    Content Segments are to Units as parts of a lesson (Introduction, Direct Instruction, Learning Activities and Closing) are to
    • A. 

      Instructional Strategies

    • B. 

      Classroom Curriculum Design

    • C. 

      Student Motivation

    • D. 

      Classroom Management

    • E. 

      Lesson Plans

  • 19. 
    There is a specific format I must follow to provide teachers with effective feedback.
    • A. 

      True

    • B. 

      False

  • 20. 
    The first step for providing a teacher with feedback is to introduce myself and let them know my position and school.
    • A. 

      True

    • B. 

      False

  • 21. 
    In addition to providing teachers with QUEST Tool feedback, we will also be providing feedback based on which of the following:
    • A. 

      Teacher's specific goals (Implelmentation of Technology, Differentiation of Lesson, Clarity of giving directions, etc)

    • B. 

      Parenting styles

    • C. 

      School instructional initiatives (Balanced Math, Singapore Math, Implementation if IFC's)

    • D. 

      Technology inventory

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