Quiz Analysis: Test Prep, Teaching, Results, and Big Ideas

This quiz analysis is divided into three parts, examining test preparation strategies, teaching methods, and ethical considerations. Part I charts results, providing a graphic representation of target mastery and the effectiveness of teaching practices. Part II analyzes the results to inform teaching decisions, such as the use of small groups for reteaching. Part III identifies three "big ideas" from the process of creating a selected-response test, including the importance of feedback, small group incorporation, and the avoidance of unethical teaching practices. The analysis references key concepts from the modules and uses APA citations, addressing the importance of educational defensibility and professional ethics in test preparation and teaching. The assignment includes a matching section and multiple-choice questions to assess understanding of these concepts.

Running head: QUIZ
Quiz
Student Name
University Name
Author Note

1
MCQ QUIZ
1. G
2. I
3. J
4. F
5. D
6. E
7. C
8. B
9. B
10. D
11. B
12. A
13. Consequences
14. Same-format preparation
15. Previous-form
16. D
17. D
18. C
19. B
Three – Part Analytic Summary
PART I
Charting Results – how does your graphic show a clear picture of target mastery
The learning process would be no mystery. Training goals provide concrete expectations for
the students to grasp and strive towards. Instead of the instructor bearing the accountability
for reaching the aim of a class, learning expectations, written in user-friendly terms and
always focused on, pass power from the instructor to the user to achieve the goals. From the
results, it could be observed that the teaching practices incorporated into the learning system
by the teachers are some of the reasons as to why usual teaching mastery is not established.
PART II
Analysis of results to inform teaching - What do the results show about next steps –
reteaching, small groups, or move on?
Quiz

2
The incorporation of small groups in the science activity by Mr. Xavier has been structured
such that each of the student who are unable to understand the concepts of science are given
due attention such that they grow interest for the subject and hence, understand the interesting
concepts. Small groups increase the chances of the child to grasp the information more
quickly because of the full attention of the teacher exclusively to each one of them
(Jurkowski & Hänze, 2015). However, looking at the dedication of the teacher, it is evident
that he does not have much problem to re-teach the concepts to the children as that is what his
duty is as a teaching professional (Ceven McNally, 2016).
PART III
What are three “big ideas” that you took away from the process of creating the selected-
response test?
One of the big ideas that could be undertaken is the feedback of the principal for the lesson
plan that has been structured for the students. It is important because it helps in understanding
the efficiency of the teacher towards teaching the students about the important concepts and
also the ability of the students to grab the information fully. The second big idea is the
incorporation of a small group of children to be grouped for the lesson as it increases the
chances of the child understanding the activity better and reciprocate it. Thirdly, it is crucial
for the teachers to ensure that no teaching mastery in the form of helping students during
examinations is helpful. This, in turn, reduces the chance of the student actually learning the
activity or the course, and hence, creates further problems for the children.
Quiz

3
References
Ceven McNally, J. (2016). Learning from one's own teaching: New science teachers
analyzing their practice through classroom observation cycles. Journal of Research in
Science Teaching, 53(3), 473-501.
Jurkowski, S., & Hänze, M. (2015). How to increase the benefits of cooperation: Effects of
training in transactive communication on cooperative learning. British Journal of
Educational Psychology, 85(3), 357-371.
Quiz