FPSC Lecturer Test Professional / Pedagogy Test (Part III) Flashcards

24 sample cards from the Professional / Pedagogy Test (Part III) deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is classroom management?

   Classroom management refers to the techniques and strategies teachers use to organize, conduct, and maintain an orderly, productive learning environment, including managing behavior, time, space, and resources.

2. Differentiate preventive, supportive, and corrective discipline.

   Preventive discipline anticipates and avoids problems through good planning/rules; supportive discipline helps students stay on task while problems are emerging; corrective discipline addresses misbehavior after it occurs.

3. What is the difference between punishment and discipline?

   Discipline is training that develops self-control and acceptable behavior (constructive, long-term); punishment is an unpleasant consequence imposed to suppress misbehavior (corrective, often short-term).

4. What is 'time-out' as a behavior management technique?

   Time-out is a discipline strategy in which a misbehaving student is removed from a reinforcing situation/activity for a short period to reduce the unwanted behavior.

5. What is 'extinction' as a strategy for managing student behavior?

   Extinction is the gradual weakening and disappearance of an undesirable behavior by consistently withholding the reinforcement (e.g., attention) that was maintaining it.

6. What is meant by a 'conducive learning environment'?

   A conducive learning environment is a physical, social, and psychological setting that is safe, supportive, well-organized, and stimulating, enabling effective teaching and maximizing student learning.

7. Name three physical factors that contribute to a conducive learning environment.

   Adequate lighting, proper ventilation/temperature, comfortable seating arrangement, appropriate noise control, and cleanliness (any three).

8. What is the difference between teacher-centered and student-centered (learner-centered) interaction?

   In teacher-centered interaction the teacher dominates and directs instruction (students are passive); in student-centered interaction learners actively participate, construct knowledge, and the teacher acts as facilitator.

9. What does Flanders' Interaction Analysis Category System measure?

   It measures and categorizes verbal classroom interaction into teacher talk (direct/indirect), student talk, and silence/confusion, to analyze the pattern of teacher-student interaction.

10. Define measurement, assessment, and evaluation and how they differ.

    Measurement assigns numbers/scores to attributes (quantitative); assessment is the process of gathering data about learning; evaluation makes a value judgment about worth or quality using that data (qualitative + quantitative).

11. What is the difference between formative and summative assessment?

    Formative assessment is ongoing, conducted during instruction to monitor and improve learning (assessment FOR learning); summative assessment occurs at the end to judge/grade achievement (assessment OF learning).

12. Differentiate norm-referenced and criterion-referenced testing.

    Norm-referenced tests compare a student's performance to that of other students (relative standing); criterion-referenced tests compare performance to a fixed standard/criterion (mastery of objectives).

13. What is diagnostic assessment?

    Diagnostic assessment is conducted before or during instruction to identify students' existing knowledge, strengths, weaknesses, and specific learning difficulties so instruction can be adjusted.

14. Differentiate objective-type and subjective-type test items.

    Objective items (MCQ, true/false, matching) have one correct answer and are scored without examiner judgment; subjective items (essay, short answer) allow varied responses and depend on examiner judgment.

15. What is the difference between a test, a quiz, and an examination in terms of scope?

    A quiz is short and informal covering limited material; a test is more formal covering a unit/topic; an examination is comprehensive, formal, and covers a large portion of a course.

16. List the four main characteristics of a good test.

    Validity, Reliability, Objectivity, and Usability/Practicability (also Discrimination and Comprehensiveness).

17. What is validity of a test?

    Validity is the degree to which a test measures what it is intended/claims to measure. Types include content, construct, predictive, and concurrent validity.

18. What is reliability of a test?

    Reliability is the consistency and stability of test results; a reliable test yields the same/similar scores when administered repeatedly under similar conditions.

19. What is the formula for item difficulty index (P), and what range is generally ideal?

    Difficulty index P = (Number of students answering correctly / Total number of students) x 100. An ideal range is generally 0.30 to 0.70 (around 50% difficulty being optimal).

20. What is the discrimination index of a test item?

    The discrimination index measures how well an item distinguishes between high-scoring and low-scoring students. D = (Upper group correct − Lower group correct) / number in one group; positive high values are desirable.

21. Differentiate absolute and relative grading.

    Absolute grading awards grades based on fixed predetermined standards/percentage cutoffs (criterion-referenced); relative grading awards grades based on a student's rank relative to the group, often using a curve (norm-referenced).

22. Within Bloom's Cognitive Domain, list the six levels from lowest to highest (original taxonomy).

    Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (revised version: Remember, Understand, Apply, Analyze, Evaluate, Create).

23. List the five levels of Krathwohl's Affective Domain from lowest to highest.

    Receiving, Responding, Valuing, Organization, and Characterization (internalizing values).

24. Who developed the Psychomotor Domain taxonomy and name its levels (Simpson's model).

    R.H. Dave and Elizabeth Simpson developed psychomotor taxonomies. Simpson's seven levels: Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, and Origination.

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Professional / Pedagogy Test (Part III) flashcards FAQ