Grouping Practices in EdPsych MCQs
Grouping Practices in EdPsych MCQs
Our experts have gathered these Grouping Practices in EdPsych MCQs through research, and we hope that you will be able to see how much knowledge base you have for the subject of Grouping Practices in EdPsych by answering these 30+ multiple-choice questions.
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1: When were school children first grouped into different age groups?
A. 18th century
B. 19th century
C. Early 20th century
D. Late 20th century
2: The finding that above-average readers increase their reading achievement faster than below-average readers is called the ______.
A. Sustaining-expectations effect
B. Double-dose phenomenon
C. Joplin plan
D. Matthew effect
3: Tracking, or between-class ability grouping, has been criticized for ______.
A. Having no benefits for gifted students
B. Perpetuating the achievement gap
C. Assigning all of the experienced teachers to low-ability groups
D. Differential effects on self-esteem for students in low- and high-ability groups
4: The key advantage of flexible grouping methods compared to between- or within-class grouping is that ______.
A. Students are only grouped for hierarchical subjects
B. Students can be grouped with their friends
C. Students can move between groups as a function of their achievement
D. Students do not need to be assessed as frequently
5: If there are 35 first-grade students and 35 second-grade students in a school, they may be split into one first-grade class, one second-grade class, and one class with a mix of first- and second-grade students. What are the benefits of being placed in the mixed class?
A. The first-grade students get to experience the same curriculum twice.
B. There are higher levels of academic achievement for all students.
C. The students develop a stronger liking for school.
D. There are no benefits for individual students.
6: What percentage of elementary and middle school teachers use cooperative learning?
A. Fewer than 10%
B. 25%
C. 40%
D. Over 60%
7: Students in cooperative learning groups who give each other effective help, provide useful feedback, share resources wisely, and motivate each other are demonstrating good ______ skills.
A. Group accountability
B. Group processing
C. Face-to-face interaction
D. Individual accountability
8: Which teaching approach leads to the greatest academic intrinsic motivation?
A. Cooperative learning
B. Competitive learning
C. Individualistic approaches
D. Within-class ability grouping
9: Which of the following is most likely to reduce educational disparities among students of different abilities and backgrounds?
A. Detracking high-achieving students
B. High level of instruction in lower track classes
C. Allowing students to choose a level of instruction for each subject
D. Fostering competition among students
10: Why should teachers give students a survey at the end of a cooperative learning activity?
A. To help students identify the strengths and weaknesses of their approach to the activity
B. To give the teacher feedback about whether the students enjoyed the activity
C. To find out which students contributed most and which students slacked off
D. To make the students feel good about cooperative learning
11: A method of creating groups of students who are similar in achievement or ability level is known as_____
A. Cross Grouping
B. Ability Grouping
C. Positive Grouping
D. Both a and b
12: Between Class Ability Grouping is a practice typical in high school that involves using test scores or past performance to place students into curriculum tracks in which all their classes are with students of similar abilities.
A. True
B. False
13: Cross Grade Grouping is a procedure in which students from different grades but similar abilities are placed into homogeneous groups based on their reading or math achievement level, and each group works with _____ curricular materials.
A. Similar
B. Different
C. May be both
D. None
14: Face-to-face Interaction is a feature of cooperative learning that involves providing effective help and feedback to _____, and motivating each other to achieve goals.
A. Improve performance
B. Exchange resource effectively
C. Challenge each other’s reasoning
D. All of these
15: A feature of cooperative learning that involves reflecting on how well the group is functioning and how to improve it is known as_____
A. Group Work
B. Group Processing
C. Group Evaluation
D. Both a and c’
16: A structure in which students work in groups and necessarily need to work cooperatively is known as Group Work.
A. True
B. False
17: Variation among individuals on _____ is known as Heterogeneity.
A. Values
B. Beliefs
C. Attitudes
D. All of these
18: Little variation among individuals on an attribute is known as_____
A. Homogeneity
B. Heterogeneity
C. Both
D. None
19: A feature of cooperative learning that involves group goals and personal responsibility for helping other members and contributing to the group goal is known as Individual and Group Accountability.
A. True
B. False
20: Interpersonal Skills refer to a feature of cooperative learning that involves skills such as trust,communication and _____
A. Decision-making
B. Leadership
C. Conflict resolution
D. All of these
21: Joplin Plan originated in _____
A. 1924
B. 1934
C. 1944
D. 1954
22: Matthew Effect is a rich-get-richer/ poor-get-poorer phenomenon in which high-achieving students increase their achievement at a _____ rate than low achieving.
A. Slower
B. Faster
C. Equal
D. Both a and c
23: Multiage Classrooms is a procedure in which students of varying ages are flexibly grouped within a classroom based on their current _____
A. Achievement
B. Motivation
C. Interests
D. All of these
24: Multigrade class is an administrative tool in which students from different grades are put into the same class to address _____
A. Declining enrollments
B. Uneven class sizes
C. Less building space
D. Both a and b
25: Nongrade Plans refer to grouping students flexibly into homogeneous groups across _____ levels.
A. Garde
B. Age
C. Both
D. None
26: Positive Interdependence is a feature of cooperative learning that involves members of the group working together and depending on one another so that _____ group members succeed.
A. A few
B. Majority of
C. All of
D. None of
27: Regrouping means placing students of the same grade into homogeneous groups only for reading or mathematics based on their current skill level and continually changing students’ group placement based on _____ of their skills.
A. Declining
B. Re evaluation
C. Age
D. None of these
28: An effect whereby teachers sometimes fail to notice students’ skill improvement and therefore do not change their group placement, which inadvertently sustains students’ achievement at their current level is known as_____
A. Matthew Effect
B. Sustaining Expectation Effect
C. Joplin Plan
D. Both a and b
29: Within Class Ability Grouping means forming groups of students in a self-contained classroom in which groups are of similar ability—typically used for _____
A. Reading
B. Math
C. Writing
D. Both a and b
30: According to your text, group members tend to ________ in age, sex, beliefs, and opinions.
A. Come from a variety of backgrounds
B. Range
C. Be similar
D. Seek people dissimilar from themselves
31: How do norms differ from roles? norms ________, whereas roles ________.
A. Are specific; are general.
B. Apply to small groups; apply to large groups.
C. Apply to all group members; apply to specific group members.
D. Apply to large groups; apply to small groups.
E. Are expectations; are requirements
32: The fundamental attribution error is to the self-serving bias as _____ is to _____.
A. Other; self
B. Should; can
C. Will; other
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Grouping Practices in EdPsych MCQs
