The AEPA Professional Knowledge-Elementary Exam is given to assess competence for teaching on the elementary level in Arizona public schools. The test covers three sections. The first is counted as 36% of the test and covers Student Development and Learning. The test taker will answer questions on topics such as how to use an understanding of human development and learning processes to foster student learning, to design a learning environment for all students, and to promote learning in diverse populations of students.
Instructional Planning and Management, 45%, covers techniques of curriculum development and instruction, methods of teaching and assessment to reach learning goals, and promotion of positive behavior and social interactions. The last section on the AEPA Professional Knowledge-Elementary Exam is Professional Environment, 19%. The test taker must be able to effectively communicate with parents/guardians and other people within the community, including homeschoolers, and understand the professional ethics required of an Arizona public school teacher.
AEPA Professional Knowledge-Elementary Exam Study Questions
1. A teacher wanting to show items from various cultures to the children in her classroom asks a child of Chinese herritage to bring a coolie hat to school. The family is insulted by the teacher’s assumption that ll Chinese are/were coolies. What is the best response for the teacher once she realized her mistake?
A. Apologize and let the isse drop.
B. Rescind the request to other families for cultural items to avoid more problems.
C. Ask the family to send whatever it feels appropriate
D. Have the child make a coolie hat in class since one was not available at home
2. Of the following, which is the often the resolution to parent/teacher cultural conflicts?
A. The conflict is resolved through compromise; i.e., both teacher and parents making accommodations.
B. The conflict is resolved when the teacher changes her actions to address the parents’ concerns
C. The conflict is resolved through parent education about American cultural practices.
D. The conflict is not resolved and parents/teacher continue their own practicies.
3. When teaching children from non-English speaking families, it is correct to assume that:
A. Children will give up their previous language/culture in order to adopt that of the American majority.
B. Proficiency in one language can help in learning a second, so language skills will improve if children are encouraged to be bilingual.
C. Nothing is lost when the child’s language and culture are not reinforced at school because they will be maintained at home
D. Linguistically different children are educationally delayed.
4. For classroom teachers, awareness of issues in the family situations of their students is important. Which of the following is not true about children of divorce?
A. Children are almost always more traumatized than their parents.
B. Of children from divorced parents, 75 – 80% do not have serious problems.
C. Children from non-divorced parents have no fewer problems than children from divorced parents.
D. Pre-school children are usually the most afraid and symptomatic of trauma when divorce occurs in their families.
5. Which of the following is a correct way for classroom teachers to give understanding and support to a child whose family is in turmoil?
A. Excuse a sad child from classroom chores, knowing that the child doesn’t feel like doing much.
B. Discreetly avoid any discussions with the child that might open up painful feelings.
C. Provide classroom activities and materials, such as clay and paint, that might enable the child to work through feelings.
D. Keep the child from being alone and having time to brood.
6. Which one of the following statements about objectives is not true?
A. An objective describes a learning outcome.
B. An objective describes where we want students to go.
C. An objective describes how to get to the outcome.
D. An objective describes the lesson focus and direction.
7. Which one of the following statements about objectives is not true?
A. Objectives are a communications tool aimed specifically at the students, not other audiences.
B. Objectives provide a way to evaluate student learning.
C. Objectives help focus and motivate students
D. Objectives provide a way for teachers to measure their own effectiveness.
8. Which of the following is a good example of appropriate content for an objective?
A. Compare and contrast science fiction and fantasy.
B. Complete Unit 6 in the vocabulary book.
C. Describe the similarities and differences of setting between the stories “Wilderness Adventure” and “PS 139.”
D. Solve the arithmetic problems on p. 114 in your textbook.
9. Which of the following is not a good example of the type of verb one should use to express the desired behavior component in an objective?
10. Which of the following is not a good example of a learning condition given in an objective?
A. On graph paper
B. During partner practice
C. After completing the unit on World War I
D. Given a list of European countries