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types of questions and sample tests namely PRO (ECAES) - Cycle Higher Normal Schools


number of questions will be answered
examination in two sessions. The first session is four hours, from 7:00 am and the second of four hours, starting at 1:30 pm The test structure is as follows:

types of questions and examples

Multiple Choice Questions with Only Answer - (Type I)
This questions consist of a statement, a connector and four answer choices. The options are identified with the letters A, B, C and D. Only ONE of options (called key) answered the question correctly.

Multiple Choice Questions with Multiple Response (Type IV)
This type of question consists of a statement, a connector and four answer choices identified by the numbers 1, 2, 3 and 4. In this type of question are two options (called code) that correctly answer the question. The instructions for answering this question are:

Select the correct answer according to the instructions in the table below.

Multiple Choice Questions with Only Answer - (Type I)

1. According to the guidelines of English language asks: "The teaching practices that make the English language school has the task of bringing the child in their early years of schooling to the written language. This is to facilitate and optimize the natural development of meaning. In this sense, the school has to understand that the management of conventional alphabetic code is a point of arrival and not a starting point. " This implies that

A. is necessary to create spaces of meaning in which the writing takes on social meaning.
B. the alphabetic code is essential for the production of text from childhood.
C. the alphabetic code is the central element of meaning in children.
D. children in the early grades need the alphabetic code to read and write.

Key: A
Component: Pedagogical practice
Competition: Interpretative
Justification Access to the code word is understood in the context of meaning

2. The summary is a writing exercise that requires certain procedures to guide its development. According to the study of text linguistics, this practice should be developed taking into account the notion of macro-rules which reduce the semantic information with the deletion, generalization and construction.

From the point of view of writing as a process, an effective application for this exercise in the classroom is

A. the student begins to write their own summaries, from history ingüística to strengthen the writing and production of texts of their own authorship.
B. the student prepare summaries of different types of texts to build a new one taking into account the superstructure of each.
C. provide the superstructure of expository texts, as both the abstract and objective information are ways to allow students to link up with the technical language.
D. macro-rules apply to different types of texts for students to not only exercise his writings, but interpretation arising enable it to assume a critical position.

Key: B
Component: Processes of thought from language
Competition: Purpose
Justification: Allows a full year since the text types.

3. E. Basque (1996) argues that experimentation in the classroom, if you want to be "consistent with the Piagetian epistemology, can not appear as designed, not so controlled, nor is it necessarily developed at school." Whereas before, when an elementary school teacher offers designed to bring students from their homes, experiments to develop in the classroom, these are considered appropriate when they are made

A. by the student's father, who part of their empirical knowledge and their world of life for its construction.
B. based on a book consulted by the student and which sets out the steps to reproduce.
C. from own ingenuity, where students can direct their activities to test their hypotheses.
D. based on the designed by the teacher where the student takes the controls have been defined.

Key: C
Component: thought processes from scientific knowledge

Competition: Interpretative
Rationale: The student must come to the lab with a knowledge that must be
product of his own intellectual activity.

4. Knowledge is a methodological concept applied to pedagogy, pedagogical knowledge means. A knowledge does not necessarily conclude the formation of a science, but is indispensable for epistemological constitution, its conceptual and practical field. In this sense, therefore we can say that knowing

A. part of an epistemological analysis is guided by scientific objectivity.
B. practical situations to explore the theoretical training and teaching situations.
C. determines the validity, knowledge accurate and objectivity of pedagogy, understood as a science that is educational.
D. is defined by scientific experimentation, which involves a methodical process to get to the truth.

Key: B
Component: Pedagogical Foundations
Competition: Interpretative
Rationale: The pedagogical knowledge is an analytical strategy to read and see the discourses, practices and institutions of education to understand that the significance is clear from concepts hidden meaning.

5. All research process involves several stages, one of them is the processing information, which is descriptive and reflective analysis of the data obtained, at which time the researcher is faced with problems of organization. According to this, the first thing you should do the research with the information obtained is

A. logical categories and designate suitable for systematization.
B. conceptual exploration of the data to be integrated into the theoretical framework.
C. a literature review on the categories used in classification.
D. analyze and compare data among themselves to establish correlations.

Key: A
Component: Research educational

Competition: Interpretative
Rationale: Before any other procedure in the analysis stage of the information, it should be classified to make a logical

with Multiple Choice Questions Multiple Response (Type IV)

6. The language curriculum guidelines, suggest that the determinants of reading comprehension are the reader, the text and context. The context refers to the conditions under which the work was written and surrounding the act of reading. In Consistent with the above and considering the basic standards of competence for the area as references for the development of understanding of the context the strategy to use would

1. determine a specific time for students to know their context.
2. establish learning spaces that allow the reader to a favorable climate.
3. promoting reading comprehension and interaction with reality.
4. develop a draft class about what school reader.

Key: B
Component: Education Management
Competition: Purpose
Rationale: The school should encourage a positive climate for learning. And keep in mind the context, which requires the development of comprehensive and critical skills.

7. classroom projects such as teaching and learning strategy, provide opportunities for students to understand concepts and procedures by practical application in solving complex tasks, work collaboratively, develop responsibility, independence and communication skills. If a colleague would like to work on projects, recommend

1. takes as its starting point the students' prior knowledge,
2. classroom design the project together with students.
3. ask students to project approval.
4. part of their own proposals because he himself knows the subject.

Key: A
Component: Pedagogical Foundations

Competition: Purpose

Justification: Every project must start from the preconceptions held by students and the design of any proposed class must be done in conjunction with students to motivate themselves to exercise.

8. Upon appointment as a teacher in a department of Colombia than your own, you will likely find that your Students manage a series of words themselves or indigenous, in this situation, and after learning of their students, you proceed to

1. discuss and compare the use of the terms of the students.
2. understand and confront the terminology used by students.
3. use the words recognizing the context in which it is.
4. exclude from his work the words of students.

Key: B
Component: Ethical and aesthetic
Competition: Purpose
Justification: compares and unfamiliar terminology relates to the reference object and handles the proper vocabulary in the context

9. conducted in an educational outing to a river, the children asked many questions about water pollution and human health consequences. This fact questioned because the river supplies water to the population of the region, which gave rise to an investigation. It is inferred that the generation of scientific attitude in children may arise from

1. specific tastes they feel about a topic.
2. observe situations that happen in the environment.
3. the needs and interests identified by any member of the community.
4. consultation in different sources for further information on a topic.

Key: B
Component: thought processes from scientific knowledge
Competition: Interpretative
Rationale: educational outings allow observation of the environment, which identified a need felt by children who are part community.

10. Gabriel is a normal above named for the Garden, school three years ago is not working. In this teacher is responsible for initiating the school work developing a diagnostic community because it allows

1. a project to achieve the provision of furniture for classrooms.
2. Education Center to provide library materials according to the needs and interests of students.
3. meet the needs, interests, expectations and problems of the community.
4. develop a curriculum relevant to the context in which to play.

Key: C
Component: Educational research
Competition: Argumentative
Rationale: The diagnosis leads to meet the needs, interests, expectations and problems of the community. His starting point is the development of an appropriate curriculum according to the challenges of the contemporary world.