Professional Education

Assessment of Student Learning

Prepare for the Licensure Examination for Teachers (LET) with our collection of sample questions and online practice problems focused on Professional Education. Test your exam readiness with interactive review materials that simulate the actual LET, helping you strengthen your understanding of key topics like Teaching Profession, Social Dimension of Education, Principles of Teaching, Educational Technology, Curriculum Development, Facilitating Learning, Child and Adolescent Development, Assessment of Student Learning, Developmental Reading, Field Study, and Practice Teaching. Our free practice tests are designed to help aspiring teachers succeed by providing rationale for every question. With these online resources, you can improve your chances of passing the LET and achieving your goal of becoming a licensed teacher.


1) In the context of grading, what is referred to as teacher’s generosity error? A teacher __________________.

a) Rewards students who perform well.

b) Is overgenerous with praise

c) Has a tendency to give high grades as compared to the rest

d) Gives way to students’ bargain for no more quizzes.

ANSWER: C
RATIONALE: Teacher's generosity error refers to the tendency to give higher grades than warranted, which can impact grading fairness.

2) Which is TRUE of a bimodal score distribution?

a) The group tested has two different groups

b) The scores are neither high nor low

c) The scores are high

d) The scores are low

ANSWER: A
RATIONALE: This question assesses knowledge of statistical concepts, specifically understanding what a bimodal distribution indicates about the diversity within a tested group.

3) Which of the following statements is accurate about rubrics?

a) A rubric is both analytical and holistic

b) Rubrics are developmental

c) A rubric is analytic

d) A rubric is holistic

ANSWER: B
RATIONALE: The correct answer is rubrics are developmental, meaning they help track and improve student learning over time. A rubric can be either analytic or holistic, but these are specific types rather than characteristics applicable to all rubrics.


4) Which is true when the standard deviation is small?

a) Scores are toward both extremes

b) Scores are spread apart

c) Scores are tightly bunched together

d) The bell curve is relatively fat

ANSWER: C
RATIONALE: This question tests understanding of statistical measures of dispersion. A small standard deviation indicates that the scores are clustered closely around the mean, or "tightly bunched together." This means there's less variability in the scores. When scores are toward both extremes or spread apart, the standard deviation would be larger. A "fat" bell curve would also indicate a larger standard deviation. The small standard deviation suggests a narrow, peaked distribution of scores.

5) A measure of relative position which is appropriate when the data represent an interval or ratio scale.

a) Percentile Ranks

b) Stanine Scores

c) T-Scores

d) Standard Scores

ANSWER: D
RATIONALE: Standard Scores are used to indicate a student's position relative to others within the same distribution, especially when data is measured on an interval or ratio scale. Therefore, the correct answer is "Standard Scores."

6) Zero standard deviation means that:

a) More than 50% of the score obtained is zero

b) The students' scores are the same

c) 50% of the scores obtained is zero

d) Less than 50% of the scores obtained is zero

ANSWER: B
RATIONALE: A zero standard deviation indicates that all the students' scores are identical. This means there is no variation in the data set, and every student received the same score. Therefore, the correct answer is "The students' scores are the same."

7) What can be said of student performance in a positively skewed score distribution?

a) A few students performed excellently

b) Most students performed well

c) Almost all students had average performance

d) Most students performed poorly

ANSWER: A
RATIONALE: This question assesses understanding of score distributions. In a positively skewed distribution, the tail of the distribution extends towards higher values, meaning there are a few high scores pulling the distribution to the right. This indicates that a small number of students performed excellently, while the majority of scores cluster around lower values. It's important to note that this doesn't necessarily mean most students performed poorly, but rather that excellent performance was less common than average or below-average performance.


8) Which of the following may not be adequately assessed by a paper and pencil test?

a) Sight reading in music

b) Multiplication skills

c) Subject-verb agreement

d) Vocabulary meaning

ANSWER: A
RATIONALE: This question evaluates understanding of the limitations of paper and pencil tests. Sight reading in music is a performance skill that requires real-time interpretation and execution of musical notation. This skill cannot be adequately assessed through a traditional paper and pencil test, as it involves auditory and motor skills that need to be demonstrated in practice. The other options - multiplication skills, subject-verb agreement, and vocabulary meaning - can be effectively assessed through written tests. Sight reading in music stands out as a skill that requires a performance-based assessment.

9) Test norms are established so that they have basis for _____.

a) computing grades

b) establishing learning goals

c) identifying pupil’s

d) interpreting test results

ANSWER: C
RATIONALE: The correct answer is c] identifying pupil’s. Test norms provide a basis for understanding where a student stands relative to a reference group, which helps in identifying individual performance levels. Options a], b], and d] are related but do not specifically pertain to the use of norms for identifying students' performance levels.

10) Self-evaluation has become an important kind of performance assessment among teachers, useful as an honest self-criticism and a starting point to removal evaluation by supervisors, peers, or students. How is self-evaluation described?

a) Evidence of teaching performance

b) Substitute to supervisor's rating

c) Guide for self-adjustment

d) Tool for salary adjustment

ANSWER: C
RATIONALE: This question assesses understanding of the purpose and use of self-evaluation in teaching. Self-evaluation is best described as a guide for self-adjustment. It allows teachers to reflect on their own practice, identify areas for improvement, and make necessary adjustments to enhance their teaching effectiveness. While self-evaluation can provide evidence of teaching performance, it's not typically used as a substitute for supervisor ratings or as a tool for salary adjustments. The primary purpose is to promote self-reflection and continuous improvement in teaching practice.

11) Which tool should a teacher use if she wants to locate areas which are adversely affecting the performance of a significant number of students?

a) problem checklist

b) self-report technique

c) autobiography

d) cumulative record

ANSWER: A
RATIONALE: A problem checklist helps identify specific issues affecting student performance by systematically checking potential problem areas. The self-report technique relies on students' own assessments, an autobiography provides personal histories, and a cumulative record offers a broad overview of a student's academic history but not specific problems.

12) Here is a question: “Is the paragraph a good one? Evaluate.” If broken down to simplify, which is the BEST simplification?

a) Is the paragraph a good one? Why or why not?

b) Why is the paragraph a good one? Prove.

c) If you asked to evaluate something, what do you do? Evaluate the paragraph

d) What are the qualities of a good paragraph? Does the paragraph have these qualities?

ANSWER: D
RATIONALE: This question tests the ability to break down and simplify complex evaluation tasks, which is essential for developing critical thinking and assessment skills.

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