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OAE Professional Knowledge: Adolescence to Young Adult (7-12 (003) Practice Tests & Test Prep by Exam Edge - Review


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OAE Assessment of Professional Knowledge: Adolescence to Young Adult (7-12) - Reviews


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See why our users from 154 countries love us for their exam prep! Including 140 reviews for the OAE Professional Knowledge: Adolescence to Young Adult (7-12 exam.

Exam Edge is an industry leader in online test prep. We work with institutional partners to offer a wide array of practice tests that will help you prepare for your big exam. No matter how niche your field of interest might be, we're here to help you prepare for test day.

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OAE Assessment of Professional Knowledge: Adolescence to Young Adult (7-12) - Test Reviews Sample Questions

The middle school teacher knows the importance of assessing her students on a regular basis. She knows that this will help ensure her students keep up with her lectures. The teacher regularly checks for understanding to see if her students are following along. She likes to use clicker questions. What type of assessment is the teacher using?

Correct Answer:
this is a type of informal formative assessment that the teacher is using.


the teacher is employing clicker questions as an assessment tool in her classroom, which falls under the category of informal formative assessment. formative assessment is a method used primarily to enhance and guide students' learning during the instructional process, rather than to evaluate or grade them at the end of a learning unit. this type of assessment is crucial because it allows the teacher to see if students are understanding the material as it is taught, providing immediate feedback that can be used to adjust instruction accordingly.

formative assessments can be formal or informal. formal formative assessments typically involve more structured activities such as quizzes or scheduled tests that are planned ahead and designed to evaluate students at certain points during the learning process. on the other hand, informal formative assessments are less structured and can occur more spontaneously. they often involve observational methods, discussions, or, as in this case, clicker questions, which allow for quick and interactive checking of student understanding.

clicker questions are particularly effective as they engage students actively and allow the teacher to immediately gauge comprehension levels across the entire class. this method also supports a dynamic learning environment, as students can see how their peers are responding, which can stimulate further discussion and learning. the anonymity of responses with clickers can also reduce students' fear of making mistakes in front of peers, thereby encouraging more honest responses and increasing participation.

thus, in the context of the middle school teacher's practice, using clicker questions is an excellent example of leveraging technology to conduct informal formative assessments. these assessments are integral in helping the teacher make real-time instructional decisions that cater to the students' learning needs, ensuring that the class progresses at a pace suitable for all students and that no one is left behind in understanding the critical concepts being taught.

Self-assessment and peer assessments have some limitations, such as they should not be used for:

Correct Answer:
summative grades.


self-assessment and peer assessments are valuable tools in educational settings, providing individuals with opportunities to reflect on their learning processes and offering insights into others' work. however, there are specific uses for which these assessments are not ideally suited. one of these is using self-assessment or peer assessment for summative grading purposes.

summative grades are intended to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. these grades are typically used for high-stakes decisions, such as final grades for courses, which can affect a student's academic trajectory and opportunities. the main goal of summative assessments is to provide an objective measure of student achievement, which is crucial for ensuring fairness and uniformity in educational assessments.

self-assessments, on the other hand, involve individuals evaluating their own work or learning processes. while self-assessment can enhance learners' self-awareness and motivation, it inherently carries a subjective element. individuals may overestimate or underestimate their abilities or achievements due to various biases. similarly, peer assessments involve students assessing each other's performance. although peer assessments can foster critical thinking and collaborative learning, they too can suffer from biases, lack of expertise in the subject matter, and personal relationships, which might influence the fairness and accuracy of the evaluations.

given these limitations, relying solely on self-assessments or peer assessments for summative grades could compromise the objectivity required in high-stakes decision-making. these tools are better suited for formative use, where the focus is on providing feedback that helps learners improve and learn during the course, rather than final judgments on their learning outcomes. formative assessments are typically low-stakes and are valuable for guiding both teaching and learning processes.

in conclusion, while self-assessment and peer assessments are effective for encouraging reflection, critical thinking, and continuous improvement, they should not replace more objective methods when it comes to summative grading. their best use is within a formative context, where the goal is growth and development rather than final evaluation.