Teachers' Professional License – General Educational Test: free practice test

Past exam question Unit: Islamic Values, Professional Ethics and National Identity

1. AAnswer his colleague in the same manner so that it does not happen again

   Responding in kind turns the meeting into a personal quarrel and contradicts the composure required.

2. BCalmly continue presenting and answer the objection with reasons ✓ Correct answer

   Continuing calmly and answering the objection with reasons separates the idea from the person and embodies a culture of dialogue and acceptance of opposing views.

3. CCalmly stop talking and withdraw his proposal to avoid conflict

   Withdrawing avoids conflict on the surface but deprives the team of a possibly useful idea, and it is not dialogue.

4. DAsk the chair to make his colleague apologise before he continues

   Demanding an apology shifts the focus from the proposal to personal vindication and delays the professional dialogue.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 1, sub-standard 1.1, indicator 1.1.3, p. 25

Ask your colleagues

Past exam question Unit: Continuous Professional Development

1. AMaster a decision-making model linking analysis results to generating and weighing alternatives ✓ Correct answer

   It targets exactly the step where he struggles, moving from analysis to alternatives, so the goal is based on the actual need.

2. BIncrease his ability to analyze educational information using advanced international analysis models

   Analysis is already his strength, so targeting it does not address the gap that appeared in his performance.

3. CAttend as many general courses as possible on modern teaching methods and strategies

   This is a general goal not tied to the specific need, and many courses do not guarantee fixing the difficulty in generating alternatives.

4. DImprove his classroom management and student behavior control during lessons

   The evidence showed no weakness in classroom management, so this goal is unrelated to the identified need.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 2, sub-standard 2.1, indicator 2.1.2, p. 27

Ask your colleagues

Past exam question Unit: Professional Interaction with Educators and the Community

1. ASome parents believing education is the state's responsibility alone

   This obstacle comes from parents' perceptions, so it is family-related, not school-related.

2. BSome teachers' weak awareness of the value of the school's external ties ✓ Correct answer

   Teachers are part of the school, so their weak awareness of external relationships is an obstacle arising from the school itself.

3. CSome families seeing school as just a passing stage in their children's lives

   This is a view held by some families, so it is a family-related obstacle.

4. DSome families' limited experience and low interest in engaging with the school

   Limited experience and low interest describe the families here, so this is a family-related obstacle.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 3, sub-standard 3.3, indicator 3.3.1, p. 29

Ask your colleagues

Past exam question Unit: Language and Quantitative Skills

1. Aأبناءَكم

   أبناءَكم would fit if the word were accusative, but here it is a genitive (مضاف إليه), so the hamza takes a kasra.

2. Bأبناؤُكم

   أبناؤُكم is the nominative spelling; the word is genitive after تربية, so the hamza is not written on wāw.

3. Cأبنائِكم ✓ Correct answer

   Correct: the word is a genitive in an iḍāfa, so the medial hamza has a kasra after a long alif; kasra is strongest, so it is written on a yāʾ seat: أبنائِكم.

4. Dأبناءِكم

   أبناءِكم is wrong: a medial hamza with kasra is written on a yāʾ seat even after alif, not on the line.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 4, sub-standard 4.2, indicator 4.2.1, p. 30

Ask your colleagues

Past exam question Unit: Language and Quantitative Skills

1. Aيعرف من أين تُؤكل الكتف (he knows where the shoulder is eaten from)

   This proverb describes a clever person who knows the easiest way to reach his goal; it has no sense of turning from weak to strong.

2. Bأكل عليه الدهرُ وشرب (time ate and drank on it)

   This proverb describes something old and worn out after a long time.

3. Cلكلِّ جوادٍ كبوة (every steed stumbles)

   This proverb is said of a skilled person who slips once, to excuse the mistake.

4. Dإنّ البُغاثَ بأرضنا يَستنسِر (in our land the weak bird turns into a vulture) ✓ Correct answer

   Correct. البغاث is a weak bird that does not hunt, and يستنسر means it becomes like a vulture; the proverb describes someone who grows strong after weakness and arrogant after humility.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 4, sub-standard 4.3, indicator 4.3.1, p. 31

Ask your colleagues

Past exam question Unit: Knowing Learners and How They Learn

1. Aan expository advance organizer

   An expository organizer is used when material is completely new to students, giving it a general framework, not when it builds on familiar concepts.

2. Breciprocal teaching

   Reciprocal teaching is a reading comprehension strategy in which students take turns summarizing, questioning, clarifying and predicting; it is not a tool for linking a new lesson to prior learning.

3. Ca comparative advance organizer ✓ Correct answer

   A comparative organizer is used with relatively familiar material; it highlights similarities and differences between new and prior knowledge so students integrate it without confusion.

4. Da summary at the end of the lesson

   An end-of-lesson summary comes after learning, whereas what is needed is an introduction that precedes new learning and prepares the cognitive structure for it.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 5, sub-standard 5.2, indicator 5.2.3, p. 34; Ausubel's theory of meaningful learning

Ask your colleagues

Past exam question Unit: General Teaching Methods

1. APresent the rule ready-made at the start of every lesson, then have students apply it to varied exercises

   This switches to the deductive method. It avoids the problem for now but does not fix the students' weakness in reaching generalizations.

2. BTrain students in the skill of induction using familiar examples and questions that guide them to what the examples share ✓ Correct answer

   The recurring problem points to weak inductive skills. Familiar examples with guiding questions train students to notice similarities and differences and draw out the rule.

3. CTrain students in memory aids that help them memorize the rules after he explains them

   Memorization comes after understanding the rule. The problem here is reaching the rule from examples, not remembering it.

4. DDouble the number of examples shown in each lesson and leave students to study them until the rule becomes clear without his help

   The supervisor already found the examples sufficient. More examples without guidance do not teach students how to extract the rule.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 7, sub-standard 7.2, indicator 7.2.1, p. 38

Ask your colleagues

Past exam question Unit: Planning and Delivering Instruction

1. AProviding multiple means of representing content

   Representation concerns how the teacher presents information, whereas here the variety lies in how students show their learning.

2. BProviding multiple means of action and expression ✓ Correct answer

   Offering different ways for students to demonstrate what they learned is the principle of multiple means of action and expression (the 'how' of learning).

3. CProviding multiple means of engagement

   Engagement is about stirring motivation, interest and persistence, not the form of the product a student submits.

4. DUsing one assessment tool to ensure fairness

   A single uniform tool is the opposite of what the teacher did and is not a UDL principle.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 8, sub-standard 8.3, indicator 8.3.5, p. 40; Universal Design for Learning (UDL) framework

Ask your colleagues

Past exam question Unit: Interactive and Supportive Learning Environments

1. ASettle for a verbal warning in class, since the problem is the subject teacher's responsibility

   Causing disorder is a second-degree problem, so the verbal warning meant for first-degree problems is not enough.

2. BRecord the problem and hand the student's name to the school administration for action ✓ Correct answer

   The teacher records second-degree-and-above problems he witnessed and passes the names to the administration, as the first step is referral to it.

3. CRefer the student straight to the guidance committee to move him to another class

   Moving a student to another class is a late measure decided by the committee after repeated non-response, not a first step.

4. DDeduct the student's positive-behavior marks himself and then inform the guardian

   Deducting behavior marks is the school administration's power under the procedures, not the teacher's alone.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 9, sub-standard 9.2, indicator 9.2.3, p. 43; MoE Rules of Conduct and Attendance for General Education Students (1447 AH, 5th ed.)

Ask your colleagues

Past exam question Unit: Assessment

1. AGiving a short written test that the teacher marks and returns with grades

   A test marked by the teacher is teacher assessment; the student does not judge his own performance.

2. BAsking each student to watch a classmate's performance and note observations carefully

   Watching and noting a classmate's work is peer assessment, not self-assessment.

3. CLeading a class discussion in which the teacher records notes and then shares them

   The observations come from the teacher; the student receives feedback but does not assess himself.

4. DGiving students a list of indicators they helped write, to judge their own work ✓ Correct answer

   Having students help write the indicators and then use them to judge their own work is the core of self-assessment and helps them improve their work and monitor progress.

Reference: ETEC General Educational Standards for Teachers (2017), Standard 10, sub-standard 10.1, indicator 10.1.5, p. 46

Ask your colleagues