Gifted and Talented in Special Education MCQs
Gifted and Talented in Special Education MCQs
Our team has conducted extensive research to compile a set of Gifted and Talented in Special Education MCQs. We encourage you to test your Gifted and Talented in Special Education knowledge by answering these 30 multiple-choice questions provided below.
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1: An instructional strategy typically used with pupils who are gifted and talented; one approach is placing students in a grade level beyond their chronological age is known as_____
A. Transition
B. Acceleration
C. Relocation
D. All of these
2: The practice of placing_____ students who have similar needs and abilities with one teacher; promotes challenging cognitive development and positive social/emotional development is known as cluster grouping.
A. Three
B. Four
C. Five
D. Five or more
3: A term with multiple meanings, generally referring to the production of novel or original ideas or products is known as_____
A. Novelty
B. Creativity
C. Incompetency
D. None of these
4: Curriculum compacting is an instructional technique whereby the time spent on academic subjects is increased while reducing it for enrichment activities.
A. True
B. False
5: A modification of the curriculum that enables students who are gifted to learn at a level appropriate to their ability and level of readiness is known as_____
A. Comprehension
B. Differentiation
C. Conception
D. All of these
6: The combining or grouping of students according to needs and abilities matched to their level of achievement is known as_____
A. Ability grouping
B. Flexible grouping
C. Logical grouping
D. Mixed grouping
7: Persons who possess abilities and talents that can be demonstrated, or have the potential for being developed, at exceptionally high levels are referred to as_____
A. Skilled
B. Gifted and talented
C. Brainiac
D. Sharp
8: A school with a strong instructional emphasis on a particular theme, such as performing arts or math and science; an option for secondary pupils who are gifted and talented is known as _____
A. Central high school
B. Special high school
C. Magnet high school
D. None of these
9: The qualities of a mentor include_____
A. Expert in a particular field
B. Works with student in an area of mutual interest
C. Guides a student in an area of mutual interest
D. All of these
10: Off level testing is the use of assessment instruments designed for older students when evaluating the academic ability of a _____
A. Normal child
B. Gifted child
C. Both
D. None
11: An assessment of a pupil’s previously acquired knowledge and skills; informing the teacher of where to start to provide differentiated learning experiences is known as_____
A. Performance based assessment
B. Evaluative assessment
C. Pre assessment
D. None of these
12: Problem-based learning is an instructional approach in which authentic problems having multiple solutions are addressed through the application of _____
A. Creative thinking skills
B. Critical thinking skills
C. Analytical thinking skills
D. Divergent thinking skills
13: An instructional strategy that allows the teacher to offer variations of the same lesson to students with differing levels of ability in order to provide appropriate levels of challenge is known as_____
A. Differentiation
B. Curriculum compacting
C. Tiered assignment
D. None of these
14: Students who are gifted and talented but also have a disability are referred to as_____
A. Special
B. Exceptional
C. Twice-exceptional
D. None of these
15: The instructional approach in which authentic problems having multiple solutions are addressed through the application of critical thinking skills is called ______.
A. Problem-based learning
B. Individualization
C. Differentiation
D. Responsive teaching
16: The ability to reason and think abstractly, as well as the ability to generalize knowledge to novel settings, are ______ characteristics of gifted and talented learners.
A. Academic/learning
B. Social and emotional
C. Life skill
D. Mathematics
17: Students who are twice-exceptional are ______.
A. Students who excel in more than one academic area
B. Students who excel in both academic and functional areas
C. Students who are gifted and talented but also have a disability
D. Students who have more than one disability
18: Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences are ______.
A. Terman’s intelligence areas
B. Gardner’s multiple intelligences
C. Guilford’s intelligences proposal
D. Marland reported intelligences
19: One common myth about gifted students is ______.
A. Gifted students are low achievers
B. Gifted students should be able to manage on their own
C. Gifted students make everyone else dumber
D. Gifted students are most likely better in the corporate world
20: Girls who are gifted are an underrepresented population that may be attributed to the following except ______.
A. Equal educational opportunities
B. Sex-role stereotyping
C. Personal expectations
D. Parental expectations
21: Acceleration ______.
A. May focus on one content area, such as art
B. May be a full-year acceleration known as grade skipping
C. May also mean starting school at a younger age
D. All of these
22: The National Association for Gifted Children (2019) views closing the excellence gap as an ______.
A. Equity issue
B. Social justice issue
C. Workforce development issue
D. All of these
23: Truths about gifted students include all but which of the following?
A. Gifted students are always perfectionist and idealistic.
B. Gifted students experience heightened sensitivity to their own expectations.
C. Gifted students are asynchronous.
D. Gifted children are “mappers” (sequential learners), while others are “leapers” (spatial learners).
24: Truths about gifted students include all but which of the following?
A. Gifted students are always perfectionist and idealistic.
B. Gifted students experience heightened sensitivity to their own expectations.
C. Gifted students are asynchronous.
D. Gifted children are “mappers” (sequential learners), while others are “leapers” (spatial learners).
25: Instructional options available to adolescents and young adults with gifts and talents include all except ______.
A. Enrolling in Advanced Placement (AP) Classes
B. Seeking early admission to the college
C. Attending a magnet high school
D. Home schooling
26: Preassessment ______.
A. Is the key to ascertaining appropriate levels of instruction in each content area.
B. Allows the teacher to differentiate learning experiences.
C. Will allow teachers to know what students knew as they began the unit.
D. All of these
27: Which of the following does NOT describe the advantage and disadvantages of pull-out models?
A. Pull-out programs are difficult to set in motion.
B. Students in the regular classroom may feel resentful.
C. Pull-out programs cost more as extra teachers have to be hired and special facilities provided.
D. The teacher in the regular classroom has more time to work with the other students.
28: The instructional strategy that allows the teachers to combine groups of students according to needs and abilities matched to their level of achievement is ______.
A. Flexible grouping
B. Cluster grouping
C. Tiered assignment
D. Problem-based learning
29: The use of assessment instruments designed for older students when evaluating the academic ability of a child thought to be gifted is known as ______.
A. Academic intelligence testing
B. Intelligence testing
C. Off-level testing
D. Creativity testing
30: The use of assessment instruments designed for older students when evaluating the academic ability of a child thought to be gifted is known as ______.
A. Academic intelligence testing
B. Intelligence testing
C. Off-level testing
D. Creativity testing
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Gifted and Talented in Special Education MCQs
