Reading Quiz
Quiz by Anita Triani
Feel free to use or edit a copy
includes Teacher and Student dashboards
Measure skillsfrom any curriculum
Measure skills
from any curriculum
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
With a free account, teachers can
- edit the questions
- save a copy for later
- start a class game
- automatically assign follow-up activities based on students’ scores
- assign as homework
- share a link with colleagues
- print as a bubble sheet
5 questions
Show answers
- Q1“The central argument of this chapter is that although dynamics of power and domination may be ____________, they permeate the fabric of classroom life.”obscuresuppressedinvisiblehidden20s
- Q2“Freire (1985) argues that, in fact______________________________”classrooms can be seen as sites of strugglessocial control is exerted not just by what is taught, but by what is omittedall educational practise implies an ideological stanceknowledge is both objective and static20s
- Q3“The underlying assumption of the ends-means approach is that learners should _____________ into pre-existing structures and practices without questioning the power relations inherent in them”be acceptedjumpyieldassimilate20s
- Q4What are the 4 main elements of classroom practises that are discussed thoroughly in the paper?Curriculum development, instructional content, materials, language choiceCurriculum development, instructional content, classroom environment, relevance of materialsCurriculum development, classroom infrastructure, teaching pedagogy, language choiceCurriculum development, essay topic, materials, teachers’ background30s
- Q5“In order to challenge existing relations of inequality outside the classroom, curriculum content must include explicit analysis of the _______________, and students must be invited to participate in making ___________________ inside the classroom.”Social context, productive feedbacksocial context, pedagogical choicesPower relations, productive feedbackpower relations, pedagogical choices30s