Educational Psychology Exam Review
Course Introduction
Educational Psychology explores the principles and theories of human learning and development as they apply to educational settings. The course examines cognitive, behavioral, and social aspects of learning, including motivation, classroom management, individual differences, and assessment. Students gain insights into how people acquire knowledge, the role of psychological processes in learning, and how educators can apply evidence-based strategies to foster effective teaching and positive learning environments. Through the study of case studies, research findings, and practical applications, learners will better understand how to support students academic, social, and emotional development in diverse educational contexts.
Recommended Textbook
Marshs Becoming a Teacher 6th Edition by Maggie
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20 Chapters
446 Verified Questions
446 Flashcards
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Page 2
Clarke
Chapter 1: What Is Teaching All About
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22 Verified Questions
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Sample Questions
Q1) An advantage of online virtual schools is that they:
A) can deliver a broader curriculum.
B) require less teachers.
C) promote higher levels of student engagement.
D) develop students' communication skills.
Answer: A
Q2) The paradoxical nature of teaching means it is important for pre-service teachers and beginning teachers to:
A) rely on their common sense.
B) critically examine findings from research and observation.
C) copy what more experienced teachers do.
D) use trial and error to determine what works.
Answer: B
Q3) The complexity of the teaching role was illustrated by Jackson's (1990) finding that teachers make over:
A) 50 decisions as day.
B) 100 decisions a day.
C) 150 decisions a day.
D) 200 decisions a day.
Answer: D
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Chapter 2: How Students Develop and Learn
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Sample Questions
Q1) An important way for teachers to find out first-hand about their students' work habits, manual dexterity and the nature of their present developmental tasks is by:
A) asking parents and caregivers.
B) reading textbooks.
C) observing students.
D) asking previous teachers.
Answer: C
Q2) Studies in human development typically focus on:
A) changes that occur in humans between birth and adulthood.
B) chronological changes in physical, personal and other domains.
C) changes that are judged to be for the better or worse.
D) changes that allow us to become more consistent in our responses.
Answer: B
Q3) In his theory of psychosocial development, Erik Erickson argued that:
A) the seven stages of development are independent of each other.
B) there are two adult stages of development.
C) identity is the basis for personality development.
D) industry versus role confusion is an important childhood stage.
Answer: C
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Page 4
Chapter 3: Learner Motivation and Developing Self-Esteem
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Sample Questions
Q1) Within the context of attribution theory of motivation, a student who attributes success to ability is making an attribution based on:
A) situational cues.
B) teaching strategies.
C) prior beliefs.
D) self-perceptions.
Answer: D
Q2) The teaching strategy which would be the least likely to develop resilience in students is:
A) developing students' coping behaviours.
B) promoting competition.
C) encouraging self-discipline.
D) developing optimistic thinking.
Answer: B
Q3) Is the following statement True or False? 'Teachers should only use intrinsic motivation with their students.'
A)True
B)False
Answer: False
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Page 5
Chapter 4: Learning Environments
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Sample Questions
Q1) Is the following statement True or False? 'It is usual for teachers in secondary schools to be able to store their materials for lessons in each classroom in which they teach.'
A)True
B)False
Q2) Which of the following was not identified by Butin (2003) as a problem with service learning?
A) There is limited research evidence on the community impact of service learning.
B) Research has shown only small increases in the academic, social and personal outcomes of students involved in service learning.
C) It is very expensive and difficult to organise.
D) It is difficult to undertake rigorous and authentic assessment of service learning.
Q3) Is this statement True or False? 'As well as considering the physical classroom factors that impact on student's learning, teachers also need to consider students' perceptions of their classroom environment.'
A)True
B)False
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6
Chapter 5: The Australian Curriculum
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Sample Questions
Q1) The Melbourne Declaration on Education Goals for Young Australians (MCEEYA, 2008) did not focus on the importance of:
A) successful learners.
B) active and informed citizens.
C) skilful workers.
D) confident individuals.
Q2) Write a letter to parents explaining the role of General Capabilities and Cross-Curriculum Priorities in the Australian Curriculum. Choose one Cross-Curriculum Priority and explain how you might incorporate it into your teaching of one curriculum area.
Q3) What were five of the ten principles and specifications for curriculum development specified in October 2008 in the paper 'The Shape of the National Curriculum: A Proposal for Discussion'.
Q4) What were three of the reasons given in 2008 for needing a national curriculum?
Q5) The final number of General Capabilities included in the Australian Curriculum is:
A) 10.
B) 9.
C) 8.
D) 7.
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Chapter 6: Exploring and Contesting Curriculum
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Sample Questions
Q1) The authors of this textbook define curriculum as 'an interrelated set of planned content and experiences in which a student engages within the context of the school and under the guidance of teachers' (p .91). They then go on to amplify and illustrate the meaning of the definition. Explain your understanding of the meaning of each part of this definition and compare and contrast this definition with one other definition of curriculum found in Chapter 6.
Q2) The curriculum as experienced in the classroom should be:
A) a one-way transmission of ideas and information from the teacher to students.
B) primarily a response to students' interests and questions.
C) the same for all students at a particular year level.
D) a series of communications between both groups based on interest and motivation.
Q3) It is difficult to make comparisons between the curriculum offerings of private and public schools because:
A) private schools use the International Baccalaureate.
B) private schools have more funding resources to experiment with new curricula.
C) public schools can select more experienced teachers.
D) parents of public school students tend to have more wealth and influence.
Q4) Explain the difference between the terms 'syllabus' and 'curriculum'.
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Page 8
Chapter 7: Planning and Preparing for Teaching
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Sample Questions
Q1) Explain why planning involves reconciling different goals and priorities.
Q2) Within unit plans, it is important that the planning of assessment:
A) is limited to one or two strategies that are familiar to the students.
B) focuses on formative assessment.
C) focuses on summative assessment.
D) includes planning of the resources required to undertake the assessment.
Q3) A program is:
A) planning for a period of 2-6 weeks.
B) a series of lesson plans.
C) a subject syllabus.
D) a teacher's interpretation of the curriculum.
Q4) The backward design model to planning units (Wiggins and McTighe, 2005) has proven popular with teachers because it:
A) is less time consuming.
B) prioritises students' interests.
C) prioritises the teacher's preferred teaching strategies.
D) connects with the current focus on standards.
Q5) What are three questions teachers should ask themselves when evaluating lessons?
Q6) What is the main difference between the backward design approach to unit planning and the traditional approach?
Page 9
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Chapter 8: Organising Classroom Structures and Routines
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Sample Questions
Q1) Decide on a lesson topic suited to the use of cooperative learning and describe the key steps you would use in planning and implementing the lesson. Identify three potential problems that may occur in your use of cooperative learning and how you would address them.
Q2) Identify the main similarities and differences between small group teaching and cooperative learning. What factors should teachers consider when deciding whether to use groups in the classroom?
Q3) Homogeneous grouping means grouping students on the basis of: A) friendship.
B) interests.
C) ability.
D) social programs.
Q4) What are two ways of working that you might see in a differentiated classroom?
Q5) According to Carrington (2004), students in the middle years need 'supportive learning environments where teachers and students are able to ': A) experiment with new pedagogies and approaches to curriculum. B) participate in a range of activities. C) sustain high levels of commitment, efficacy and goodwill. D) create a supportive family environment.
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Sample Questions
Q1) What is the relationship between aims, goals, teaching and learning? Describe how you would use aims and goals in your teaching.
Q2) Schools are designated as failing in the United States on the basis of:
A) feedback from yearly parental surveys.
B) reports based on yearly inspections by external evaluators.
C) students' performance on standardised tests.
D) enrolments falling below a designated level.
Q3) Which of the following is a goal?
A) Develop awareness of road safety for pedestrians and cyclists.
B) Explain the difference between weight and mass.
C) Undertake an investigation of the properties of a magnet.
D) List the pros and cons of wearing a bicycle helmet.
Q4) When considering the important components of a behavioural objective which of the following is not a consideration?
A) Criteria of acceptable performance.
B) Conditions of performance.
C) Evidence of achievement.
D) Teaching strategy.
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Q5) What are two criticisms that have been made of outcomes-based education (OBE)?
Chapter 10: Communicating Effectively
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Sample Questions
Q1) For the teaching of a concept of your choice, explain the steps you would take to: -plan and give a clear explanation of the concept -plan and ask a mixture of low- and high-order questions.
Q2) Following a set of instructions is an example of:
A) interactive listening.
B) reactive listening.
C) discriminative listening.
D) appreciative listing.
Q3) Which of the following is not one of the three sets of skills involved in communication?
A) Language skills.
B) Social skills.
C) Psychomotor skills.
D) Cognitive skills.
Q4) Very complex explanations need to be given orally so that:
A) all students can hear the explanation.
B) the teacher can use an appropriate sequence.
C) students can see the teacher's non-verbal cues.
D) students have the chance to ask questions.
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Chapter 11: Pedagogy, Teaching and Learning
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Sample Questions
Q1) For each of the following approaches to teaching and learning, explain the features that characterise it, why it is used and factors that the teacher should consider when implementing it: -direct instruction -problem-based learning. For each technique provide a short description of a lesson in which you would use it.
Q2) In the four dominant teaching styles identified by Ryan and Cooper (2008), teachers who value indepth knowledge and help students think about topics and generate ideas are described as:
A) concrete sequential.
B) abstract sequential.
C) abstract random.
D) concrete random.
Q3) A technique that has been found to be very effective for teaching younger or less able students is:
A) lectures.
B) practice drills.
C) direct instruction.
D) directed questioning.
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Page 13
Chapter 12: Classroom Management
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Sample Questions
Q1) A teacher who consistently applies consequences for repeated forms of misbehaviour is using:
A) effective discipline.
B) preventive discipline.
C) supportive discipline.
D) intervention discipline.
Q2) Is the following statement True or False? 'Teachers do not need to address off-task behaviour if it is non-disruptive.'
A)True
B)False
Q3) You have a child in your class who is frequently off-task and disrupts those around him by talking to them. Explain the preventive, supportive and intervention strategies you would put in place to facilitate his on-task behaviour and describe how you would involve his parents in your response.
Q4) Both Rogers (1992) and Canter and Canter (1992) recognise the importance of:
A) students having choices.
B) collegial support.
C) being explicit with students about what is expected of them.
D) communicating with parents.
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Chapter 13: Using Resources Creatively
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Sample Questions
Q1) As part of your final professional experience placement you may be asked to plan a cross-curricular unit which involves a field trip and a guest speaker. For a unit on a topic of your choice, describe an excursion and guest speaker you would include. For each of these events, explain how it would enhance teaching and learning and the steps you would need to take to ensure successful implementation.
Q2) Textbooks are very popular with secondary teachers because they:
A) can rely on them as the sole basis for organising a teaching unit.
B) provide a chronological sequence of information which helps with planning and assessment.
C) provide pedagogical strategies.
D) are a cost-effective resource.
Q3) Books that are for sale to the general public are called:
A) textbooks.
B) supplementary resources.
C) trade books.
D) references.
Q4) Identify two findings from two different researchers about the ways twitter can be used by teachers.
Q5) What are two ways that teachers can use blogs to enhance their teaching?
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Chapter 14: Meeting the Diverse Needs of Students
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Sample Questions
Q1) How did Tomlinson (1999) define the term 'differentiated classroom'?
Q2) Describe two strategies you could use to enhance your teaching of students from diverse cultural backgrounds.
Q3) Using reading materials at different levels based upon student readiness is a strategy for differentiating:
A) content.
B) process.
C) product.
D) objectives.
Q4) Students whose preferred learning style is psychological prefer to:
A) work while listening to music.
B) finish a task before moving on to the next.
C) take a step-by-step approach.
D) be physically active.
Q5) An ideal differentiated classroom does not have:
A) mainly summative assessment.
B) instruction based on student readiness.
C) a range of modes of instruction.
D) individual achievement as a major goal.
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Sample Questions
Q1) In 2010, the results of the National Civics and Citizenship Assessments conducted in Year 6 and Year 10 showed that the percentage of year 10 students reaching the proficiency standards was:
A) 41%.
B) 51%.
C) 61%.
D) 71%.
Q2) What are the arguments for and against values education in schools? As a beginning teacher, what are the good practice principles you need to consider if you decide you want to engage in values education with your students?
Q3) From 1997 to 2000, the Curriculum Corporation had responsibility for:
A) developing a policy to inform thinking about Civics and Citizenship curriculum.
B) supporting schools to develop Civics and Citizenship curriculum.
C) developing teaching units in Civics and Citizenship curriculum.
D) researching Civics and Citizenship curriculum in other countries.
Q4) Why is role play a useful strategy for teachers to use in social and emotional learning?
Q5) How did Goleman (1995) define social and emotional learning (SEL)?
Page 17
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Sample Questions
Q1) In 1973, the body that was created to support new programs that emphasised devolution of educational decision-making to schools and greater involvement of community members was called the:
A) Commonwealth Schools Commission.
B) Karmel Research Group.
C) Special Projects Program.
D) Disadvantaged Schools Program.
Q2) What are two things that parents need to know about the education system in which their local school operates?
Q3) Which of the following is not one of the basic beliefs that Henderson et al. (2007) identified as necessary for strong partnerships between parents and staff?
A) Parents and school staff should be equal partners in planning and implementing teaching.
B) The responsibility for building partnerships has to be equally shared by parents and teachers.
C) Parents hold big expectations about the roles schools will play in the education of their children.
D) All parents have the capacity to support children's learning.
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Chapter 17: Assessment and Reporting
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Sample Questions
Q1) What are three reservations that have been identified about large scale testing?
Q2) Which of the following would not normally be seen as one of the reasons for undertaking assessment?
A) Predicting future achievements.
B) Diagnosis of learning and monitoring progress.
C) Demonstrating the link between ability and success.
D) Diagnosis of teaching effectiveness.
Q3) The main audience for assessment should be:
A) learners.
B) teachers.
C) parents.
D) employers.
Q4) An advantage of using portfolios as an assessment tool is that:
A) teachers can assess them quickly.
B) it is easy to establish rubrics for them.
C) students have to justify their choices of what to include.
D) parents respond well to them.
Q5) Why is it important for teachers to keep records of assessment information?
Q6) What is meant by the term 'assessment'?
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Sample Questions
Q1) What is meant by the term 'transformational leadership' and how does it relate to school culture?
Q2) The use of the term 'profession' originated in Europe in the:
A) 16<sup>th</sup> century.
B) 17<sup>th</sup> century.
C) 18<sup>th</sup> century.
D) 19<sup>th</sup> century.
Q3) In his findings about teaching in the 1960s Lortie (1975) found that teaching was 'relatively career-less', that teachers' satisfaction came from 'psychic rewards' and that teachers have 'endemic uncertainties'. Write a sentence for each of these findings explaining what Lortie meant and indicate whether you think each finding is still relevant to the 21st century and why.
Q4) Standard 6 of the AITSL standards for teachers, 'Engage in Professional learning', does not include:
A) Identify and plan professional learning needs.
B) Engage in professional learning and improve practice.
C) Engage in independent learning and practice.
D) Apply professional learning and improve student learning.
Page 20
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Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Sample Questions
Q1) Your school has received an offer from the local sporting goods shop to provide the school with a range of sporting goods in return for being able to fly banners on sports day and distribute advertising material to parents who attend. As a member of the sports day planning committee, you have been asked to prepare an overview of the considerations that should inform the decision as to whether or not to accept this offer.
Q2) To what extent is equity addressed as a separate issue in the Australian Curriculum?
Q3) What is one of the arguments Woods (2007) makes about problems with the benchmark standards used in NAPLAN testing?
Q4) Is the following statement True or False? 'Your duty of care as a teacher will include safety of the school premises, security of the school and administering medicines and first aid.'
A)True
B)False
Q5) Why do teachers need to be ethical? As a beginning teacher how would you ensure that you had an ethical relationship with your students, the principal of your school and the system in which you work?
Q6) What are the four key components in the definition of teacher negligence?
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Page 21
Chapter 20: Teacher Standards
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Sample Questions
Q1) The National Institute for Quality Teaching and School Leadership was established in 2003 and renamed Teaching Australia in:
A) 2004.
B) 2005.
C) 2006.
D) 2007.
Q2) In the National Standards and Guidelines for Initial Teacher Education (ACDE, 1998) an example of Standard 14 'working in schools and systems' would be to:
A) gain a knowledge of relevant curriculum documents and resources.
B) encourage student behaviour which promotes learning.
C) understand human growth and development.
D) have an understanding of teacher roles outside the classroom.
Q3) Provide an overview of the key components of the Australian Professional Standards for Teachers and explain what each will mean for you as a beginning teacher. Choose one 'focus area' and one 'descriptor for graduate teachers' from Standard 1 'Know students and how they learn' (see Table 20.5 on p. 414) and use it to reflect on what you have already done that demonstrates that focus area and what you will need to do in the future to be able to better demonstrate it.
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