TEPC 5800: EC-12 PRACTICE TEST
EXAM QUESTIONS AND ANSWERS
GRADED A+ 2025/2026
Prefer constructing knowledge to receiving information passively - ANS Questions 1-3 are
based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population. She
includes the following art appreciation activity in her eighth-grade unit on painting. She shows
students slides of paintings exemplifying each of the following three genres: portraits,
landscapes, and still-lifes. Afterward, students engage in a small group activity in which they are
given 20 numbered postcards displaying reproductions of paintings and are asked to classify the
paintings by genre. Ms. Hanson tells them to make their choices based on observations they
made during the slide presentation. She then asks each group to complete the following two
task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting
according to its genre. Use the Other category for paintings that appear to represent more than
one genre OR that do not fit any of these categories. For all the paintings, explain why you think
the painting belongs in that category.
1 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
, Card # Portrait Landscape Still Life Other Explain why your group thinks this painting belongs in
this genre
1
2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the paintings in
each category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for this
genre, and describe the common characteristics of the paintings in this category. Name and
describe all the new genres you noticed.
Genre Common Characteristics
All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences - ANS In the sample sets given to each
group, Ms. Hanson includes reproductions of paintings created in a wide range of time periods
2 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
, and cultural traditions, including cultures represented by students' own backgrounds. By doing
this, Ms. Hanson best demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are
new to them
providing Jamie with a related alternative activity that he could work on independently and
complete successfully - ANS Jamie is a student in Ms. Hanson's class who has a learning
disability that is likely to make it difficult for him to participate fully in the group classification
activity. Ms. Hanson can best fulfill her legal and professional responsibilities toward this
student by taking which of the following steps first?
providing Jamie with a related alternative activity that he could work on independently and
complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the
special education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie
productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct
answers
varying the physical setting to achieve different instructional goals - ANS During the slide
presentation and the explanation of the activity, students sit in rows of chairs facing the front of
the room. After Ms. Hanson has finished giving the instructions for the activity, each group of
students moves to a round table at the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students
can all see one another. She selects a representative from each small group to report to the rest
3 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
EXAM QUESTIONS AND ANSWERS
GRADED A+ 2025/2026
Prefer constructing knowledge to receiving information passively - ANS Questions 1-3 are
based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population. She
includes the following art appreciation activity in her eighth-grade unit on painting. She shows
students slides of paintings exemplifying each of the following three genres: portraits,
landscapes, and still-lifes. Afterward, students engage in a small group activity in which they are
given 20 numbered postcards displaying reproductions of paintings and are asked to classify the
paintings by genre. Ms. Hanson tells them to make their choices based on observations they
made during the slide presentation. She then asks each group to complete the following two
task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting
according to its genre. Use the Other category for paintings that appear to represent more than
one genre OR that do not fit any of these categories. For all the paintings, explain why you think
the painting belongs in that category.
1 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
, Card # Portrait Landscape Still Life Other Explain why your group thinks this painting belongs in
this genre
1
2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the paintings in
each category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for this
genre, and describe the common characteristics of the paintings in this category. Name and
describe all the new genres you noticed.
Genre Common Characteristics
All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences - ANS In the sample sets given to each
group, Ms. Hanson includes reproductions of paintings created in a wide range of time periods
2 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
, and cultural traditions, including cultures represented by students' own backgrounds. By doing
this, Ms. Hanson best demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are
new to them
providing Jamie with a related alternative activity that he could work on independently and
complete successfully - ANS Jamie is a student in Ms. Hanson's class who has a learning
disability that is likely to make it difficult for him to participate fully in the group classification
activity. Ms. Hanson can best fulfill her legal and professional responsibilities toward this
student by taking which of the following steps first?
providing Jamie with a related alternative activity that he could work on independently and
complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the
special education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie
productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct
answers
varying the physical setting to achieve different instructional goals - ANS During the slide
presentation and the explanation of the activity, students sit in rows of chairs facing the front of
the room. After Ms. Hanson has finished giving the instructions for the activity, each group of
students moves to a round table at the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students
can all see one another. She selects a representative from each small group to report to the rest
3 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
