Foundations of Education Practice Exam
Course Introduction
Foundations of Education explores the historical, philosophical, social, and cultural underpinnings of education systems. The course examines major theories and thinkers that have shaped educational practices and policies, while fostering an understanding of the diverse roles schools play in society. Students will analyze the purpose and aims of education, reflect on contemporary educational issues, and consider how foundational perspectives influence curriculum, teaching, and learning in different contexts. By the end of the course, learners will be equipped to critically engage with the complexities and challenges facing education today.
Recommended Textbook Marshs Becoming a Teacher 6th Edition by Maggie Clarke
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Page 2
Chapter 1: What Is Teaching All About
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Q1) According to Brighouse (1995), effective teachers need to have intellectual curiosity and:
A) a keen eye for change in students.
B) an interest in their students.
C) knowledge of students' interests.
D) a passion for teaching.
Answer: A
Q2) Hattie's (2003) meta-analysis of 500 000 studies found that effective teachers:
A) admit their weaknesses and take risks.
B) can communicate effectively with students with a range of abilities.
C) are proficient in creating optimal classroom climates for learning.
D) enjoy working with their teaching peers.
Answer: C
Q3) A teaching practice that would not fit with Wolk's (2008) recommendation that teachers need to focus on 'joyful learning' is:
A) giving students choices.
B) letting students create things.
C) supporting rote learning.
D) showing the pleasure in learning.
Answer: C
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Chapter 2: How Students Develop and Learn
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Sample Questions
Q1) Jean Piaget used the term 'assimilation' to refer to when children:
A) actively construct their world.
B) incorporate new knowledge into existing knowledge.
C) adjust to new information.
D) achieve a state of mental balance.
Answer: B
Q2) Give three reasons why there are still problems in generalising explanations of human development across genders and cultures.
Answer: 1) Circumstances and medical conditions of some cultural groups can be impediments to development.
2) The focus on intra-individual change can often lead to insufficient attention being given to interpersonal and social forces.
3) Life events vary enormously between individuals.
Q3) 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
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Chapter 3: Learner Motivation and Developing Self-Esteem
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Sample Questions
Q1) A teaching strategy that is unlikely to motivate students using attribution is:
A) getting students to think about the learning processes they use.
B) helping students to develop realistic goals.
C) using grades in assessment.
D) using cooperative learning arrangements.
Answer: C
Q2) To maintain equity, teachers should:
A) develop cooperative team projects.
B) eliminate physical discomfort.
C) set meaningful goals.
D) be inclusive in the use of praise and support.
Answer: D
Q3) What is self-esteem?
Answer: 'Self-esteem is your opinion of yourself.'
Q4) The least likely teaching strategy to encourage intrinsic motivation is:
A) using challenging questions.
B) giving stickers or rewards.
C) providing unfamiliar examples.
D) presenting a novel situation to the class.
Answer: B
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Chapter 4: Learning Environments
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Q1) According to Loi and Dillon (2006), learning environments should enable teachers to:
A) reinforce norms of order and routine.
B) control behaviour.
C) use creative and innovative practices.
D) keep students safe.
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) What are three questions a teacher should ask when evaluating the use of classroom space?
Q4) What are community schools?
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6
Chapter 5: The Australian Curriculum
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Q1) Is the following statement True or False? 'Teachers of Mathematics should find it easier to make connections to the Cross-Curriculum Priorities than teachers of History.'
A)True
B)False
Q2) Is this statement True or False? 'High profile subject specialists were chosen to lead each of the four curriculum development teams in English, Mathematics, Science and History.'
A)True
B)False
Q3) The Australian Curriculum was an integral element of the Education Revolution announced by the Rudd Labor government in:
A) 2006.
B) 2007.
C) 2008.
D) 2009.
Q4) 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'.
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Chapter 6: Exploring and Contesting Curriculum
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Q1) The National Assessment Program - Literacy and Numeracy (NAPLAN) obtains literacy and numeracy data from all students in years:
A) 1, 3, 5 and 7.
B) 2, 4, 6 and 8.
C) 3, 5, 7 and 9.
D) 4, 6, 8 and 10.
Q2) In Australia and other countries the dominant mode of curriculum is curriculum as: A) outcomes.
B) strategies.
C) knowledge.
D) product.
Q3) In addition to the collection of literacy and numeracy data through NAPLAN, data is collected on a rolling basis about students' performance in: A) physical development.
B) social skills and mental health.
C) problem-solving skills.
D) science, civics and citizenship.
Q4) What is the overall aim of curriculum planning?
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8
Chapter 7: Planning and Preparing for Teaching
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Q1) Explain why planning involves reconciling different goals and priorities.
Q2) 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.
Q3) An important guideline when planning the 'learning experiences' element of a program is to ensure:
A) the strategies selected are ones that encourage active learning.
B) the content has social relevance.
C) time allowances are realistic.
D) objectives are attainable.
Q4) What are three questions teachers should ask themselves when evaluating lessons?
Q5) In lesson plans, developmental activities:
A) grow out of the introductory opening activities.
B) are used to motivate students and present new ideas.
C) provide closure for the lesson or series of lessons.
D) assess student learning.
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Chapter 8: Organising Classroom Structures and Routines
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Sample Questions
Q1) What are two ways of working that you might see in a differentiated classroom?
Q2) Is this statement True or False? 'All students thrive on group work.'
A)True
B)False
Q3) What are three strategies teachers might use to maintain whole-class attention?
Q4) School structures in kindergartens and early childhood centres should emphasise opportunities for:
A) individual activity.
B) group work.
C) play and interaction.
D) structured tasks.
Q5) The best topics for using cooperative learning in lessons are those that require:
A) pre-determined answers.
B) searching for answers and exploring alternative solutions.
C) the use of information technology.
D) collaboration on each stage of the task.
Q6) What is one problem that teachers need to be aware of when using friendship groups for learning tasks?
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Q1) In Benjamin Bloom's (1956) six basic objectives for the cognitive domain, objectives that ask students to produce something new by combining pieces or elements fit within the:
A) application domain.
B) comprehension domain.
C) evaluation domain.
D) synthesis domain.
Q2) An incorrect statement about goals is:
A) students should have the opportunity to discuss goals.
B) goals can be modified during teaching.
C) goals make expectations clear to students.
D) goals address how teachers would engage students to achieve expectations.
Q3) In Wiggins and McTighe's (2005) taxonomy 'Facets of Understanding', students who show they can produce critical and insightful points of view fit in the category of:
A) have self-knowledge.
B) can interpret.
C) have perspective.
D) can explain.
Q4) What are two criticisms that have been made of outcomes-based education (OBE)?
Page 11
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Chapter 10: Communicating Effectively
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Q1) 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.
Q2) Use the simple question classification system known as WHAT, WHEN, HOW, WHO, WHY to write a question for each of the five categories.
Q3) The question which aligns with the 'synthesis' category in Bloom's cognitive domain taxonomy is:
A) If Australia became a republic, what would change?
B) What are the pros and cons for Australia becoming a republic?
C) What is the capital of France?
D) Why was the character in the story brave?
Q4) What are two techniques that teachers can use to support students to give effective explanations?
Q5) Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'
A)True
B)False
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Chapter 11: Pedagogy, Teaching and Learning
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Q1) Which of the following do not appear in the Teaching Australia (2008, p. 1) definition of pedagogy? Pedagogy is:
A) the art and science of educating children.
B) incorporating new communication technologies.
C) strategies for using teacher professional knowledge, skills and abilities.
D) fostering good learning outcomes.
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) Affirmation that students are significant in the classroom is a key consideration in what encourages student to learn. What are three factors that promote feelings of affirmation?
Q4) What are two factors that may influence teachers' use of technology?
Q5) What is one advantage and one disadvantage of online discussion?
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Chapter 12: Classroom Management
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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) 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.
Q3) List the five key behaviours used by assertive teachers.
Q4) Which of the following demonstrates the way rules and routines should be phrased?
A) Walk in the classroom.
B) Do not disturb others.
C) Leaving the room without permission is not allowed.
D) Please do not leave bags in the walkways.
Q5) Describe a routine you would put in place for taking attendance each morning.
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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) A trial of iPad use in nine primary, secondary and special schools in 2011 found that iPads could be used to achieve a range of educational outcomes but only if:
A) students were proficient in the use of iPads.
B) teachers were proficient in the use of iPads.
C) there was one iPad per student.
D) there was quality teaching and support.
Q3) Is the following statement True or False? 'Printed and electronic resources have no educational value by themselves.'
A)True
B)False
Q4) What are three things that teachers need to consider then choosing which textbook activities students should complete?
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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Q1) 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.
Q2) According to the Australian Institute of Family Studies (AIFS, 2013), in 2011-2012 the number of notifications of suspected child abuse and neglect made to state and territory authorities in Australia was:
A) 50 000.
B) 150 000.
C) 250 000.
D) 350 000.
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) How did Tomlinson (1999) define the term 'differentiated classroom'?
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Q1) Theorists have contended that Social and Emotional Learning (SEL) 'enhances academic development, helps students develop self-management and self-control and reduces conflict among students'. Discuss what this means for you as a teacher and your students and describe what you would do in the first two weeks of the school year to develop your students' social and emotional learning.
Q2) The report on the Values in Action Schools Project (2008-2009) concluded that values education impacted on student learning in five ways. One of these ways is 'transformation' which means that students and teachers:
A) have an increased awareness of values.
B) have improved capacity to make responsible choices.
C) develop positive relationships.
D) are willing to try changes in aspects of classroom-based practices.
Q3) Is this statement True or False? 'Piaget contended that morality was a developmental process that could be nurtured by schools.'
A)True
B)False
Q4) Why is role play a useful strategy for teachers to use in social and emotional learning?
Page 17
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Q1) Currently, the organisation at the national level that represents parents from non-government schools is the:
A) Australian Council of School Organisations.
B) Australian Parents Council.
C) Australian Council of School Organisations.,
D) Australian Association for Community Education.
Q2) Parents who participate in school seminars and classroom observation days would appear on the 'continuum of parent participation' shown in Figure 16.3 in the category called:
A) sharing ideas.
B) assisting in school (in instruction).
C) receiving information.
D) engaging in governance activities.
Q3) Some organisations, particularly teachers' unions, have argued that parents and community members should not be active participants in schools because:
A) it will hinder teachers' ability to teach effectively.
B) parents are not qualified teachers.
C) the costs involved in training parents to be effective are too high.
D) it reduces the professional responsibilities of teachers.
Page 18
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Chapter 17: Assessment and Reporting
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Q1) The main audience for assessment should be:
A) learners.
B) teachers.
C) parents.
D) employers.
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 most common pattern for school communication in Australia is:
A) one formal written report each year.
B) two or more written reports each year.
C) written reports as well as one or more parent-teacher interviews.
D) ongoing communication including written reports, interviews, parent information nights, newsletters.
Q4) What is meant by the term 'assessment'?
Q5) Why is it important for teachers to keep records of assessment information?
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Q6) What are three reservations that have been identified about large scale testing?
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Q1) In Beare, Caldwell and Millikan's (1991) explanation of school culture, one of the aesthetic aspects of school culture is:
A) cultural support within communities.
B) special rituals and ceremonies.
C) a unique history of achievements and traditions.
D) a unique socio-economic and geographic location.
Q2) According to Webb et al. (2004), a country where teacher professionalism is associated with a drive to raise standards and 'commercialised professionalism' is:
A) England
B) the United States.
C) Australia.
D) Finland.
Q3) 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.
Q4) What is meant by the term 'transformational leadership' and how does it relate to school culture?
Page 20
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Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Q1) Is the following statement True or False? 'Freakley and Burgh's (2002) list of values teachers are likely to hold includes values related to fairness, rights, privileges and duties and obligations.'
A)True
B)False
Q2) 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?
Q3) Arthur (2010) criticised the new English curriculum content and associated testing regimes for their:
A) lack of focus on Indigenous issues.
B) lack of basic skills instruction.
C) emphasis on popular fiction texts.
D) focus only on the English language.
Q4) Teachers have the right to:
A) search students for prohibited items.
B) search school property such as lockers and desks.
C) confiscate students' property.
D) destroy confiscated property.
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Chapter 20: Teacher Standards
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Q1) In the US, the National Board for Professional Teaching Standards (NBPTS) requires teachers who wish to be certified as 'highly accomplished' to:
A) obtain qualifications at a Masters level or higher.
B) allow an independent observer into their classroom.
C) submit a referee report from the school leader.
D) submit a portfolio of work examples and complete assessment exercises.
Q2) When measured against the Australian Professional Standards for Teachers, teachers who are recognised as being highly effective, skilled classroom practitioners are accredited as:
A) Graduate Teachers.
B) Proficient Teachers.
C) Highly Accomplished Teachers.
D) Lead Teachers.
Q3) The time between approval of a 'National Framework for Professional Standards of Teaching' in 2003 and the release of a final set of standards was:
A) 7 years.
B) 8 years.
C) 9 years.
D) 10 years.
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