نموذج امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - علوم التربية وديداكتيك مادة التخصص (مكون الديداكتيك) - اللغة الإنجليزية - دورة 2025

استُخرج هذا النص آلياً من صور الامتحان وقد يحتوي على أخطاء في القراءة — الصور أعلاه هي المرجع.

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| ‏دري وعدي يرما‎ "à ‏ن إطار‎ A nie na 4 {ei “+ “= ‏و يب‎
ِْ ‏المركز الوطني للامتحانات المدرسبة وتفييم التعلمات - الموضوع‎
‏ببمببلبببسبببببسبسننال__اال هه‎
Le 2 7 3» ‏ص م‎ -
(6) all ‏تعليمات وتوجيهات مُهمة‎
€ 070 ‏يتضمن الموضوع وضعيات اختبارية مكؤنة من 50 سؤالاً؛ من السؤال 021 إلى السؤال‎ .1
‏هو الجواب الصحيح؛‎ LE Lu ‏واحد‎ (A, B, ©, D ,E) ‏لكل سؤال خمس اختيارات لأجوبة مقترحة‎ .2
‏تخصص ورقة إجابة واحدة لكل مترشح (). لا يمكن تعويض ورقة الإجابة أو تغييرها؛‎ .3
‏يظلل المترشح(ة) الخانة المقابلة للجواب الصحيح كما‎ (Feuille Réponse) ‏في ورقة الإجابة‎ .4
Feuille ( ‏في ورقة الإجابة‎ (Blanco) ‏لا يسمح مطلقاً بالتشطيب أو باستعمال المْبَيضض‎ 5
| ‘(Réponse
‏يمنع منعا كليا حيازة الهاتف المحمول وأي حامل لمعطيات رقمية أو مستندات ورقية داخل قاعة‎ 6
As ‏تمنح نقطة واحدة (1) أو نقطتان )2( عن كل جواب صحيح حسب سلم التنقيط» وصفر (0) في‎ .8
‏عدم الإجابة؛‎
‏يعتمد تنقيط سالب عن كل إجابة خاطئة أو ملغاة.‎ ,9
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع مر‎ - ٍِ
‏الاختبار : علوم التربية وديداكتيك مادة التنصص المكون : الديداكتيك | التخصص : اللفة الانجليزية وم‎
A. CHOOSE THE CORRECT OPTION. (20 pts; ١ pt each)
Unlike socio-constructivists such as Vygotsky, Piaget maintains that cognitive development
021 happens intermally without much reliance on other people. For children to develop their mental
schemas, they interact with their environment through :
assimilation and accommodation
positive and negative reinforcement
D. learning and acquisition
| E. None of the above
Nadia is a secondary school teacher. In one of her writing classes, she observes that one of her
students is struggling with writing his paragraph. He mainly faces difficulties with the structure
of the paragraph. The teacher starts by reminding him of the components of a paragraph. Then,
022 che talks about what a topic sentence is and the kind of information it contains. She also provides
her students with two examples of topic sentences. In this situation, what the teacher is doing can
be referred to as ;
a graphic organizer
| 8 | comprehensible input
scaffolding
‏ها‎ | the zone pf proximal development
None of the above
| Before designing a whole unit on the theme of ‘Environment, Amal first looked at the
curriculum and examined the lcarners’ target competencies. Based on these expecicd outcomes,
Q23 she collected a set of engaging activities, a video on fast food, and a reading text companng dicts
in different countries. She also added food-related vocabulary, and countable and uncountable
nouns. Amal's approach to planning can be described as
forward design
B | backward design
C | washback effect
D |top-down planning
‏عا‎ None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار استاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع _ بك‎ -
‏الاختبار : علوم التربية وديداكتيك مادة التخنصص . المكون : الديداكتيك .| التخصص : اللغة الانجليزية وس‎
‏ا‎ 101078 a class visitation, the supervisor notices that the teacher is presenting and practicing too
Q24 many vocabulary items related ‏ما‎ the theme of ‘food and health'. The supervisor suggests
teaching new vocabulary over several sessions rather than presenting it all at once in order to
minimize the cognitive load. In this case, the supervisor is referring to the concept of :
| 8 | delayed practice
controlled practice
| E. None of the above
In a vocabulary lesson, the teacher mainly relies on the use of verbal explanations to present the
‏الطلاق‎ target items. The supervisor advises him to chunk vocabulary, vary the presentation techniques,
| and keep the flow of the lesson smooth. The strategy is referred to as :
Gadividualizing ‏ااا‎
‏:ا‎ | None of the above
During a speaking lesson on eating habits, Zohair asked his students to describe traditional
026 dishes they usually have with their families. One student replied: “On Saturday, my family
prepares Tangia, and we eat it together.” This highlighted how students may use culturally-
specific words with no direct equivalent in English. This phenomenon is best described as :
| ‏ع8‎ | None of the above
Instead of relying on her own verbal explanations and demonstrations of how to ‏عاص‎ a
paragraph, Malika uses two tools. First, she uses vidcos in which a teacher talks about the
pH structure and the components of a paragraph. She also uses an app in which the students play a
; ‘drag and drop’ game: They drag the different parts of a paragraph to the right position to
construct a coherent text. In Malika's classes, technology is playing the role of :
A | providing feedback on performance
B | rcgulating performance
© | mcdiating instruction
D | designing instruction materials
| E. None of the above
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2025 ‏التعليم الثانوي الإعدادي - دورة‎ Mel ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار‎
‏الموضوع صر‎ - |
‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك | التخصص : اللفة الانجليزية وس‎
In teaching grammar, the lcacher uses a lot of visuals, audio materials and provides the learners
Q28 with different options and practice/use opportunities. She also resorts to aspects of students”
culture such as names of people and places in her teaching. This approach adheres to the
principles of :
‏#متتقبمسس امس‎ 0003
‎Universal Design for Learning
| E | None of the above.
When speakers don't understand each other, they try to get more clarifications by asking further
‏ارقي‎ questions such as ‘do you mean...?", ‘Are you talking about...?" etc, or by clarifying things as in
‘what / mean is ...'. These strategies indicate that the speakers are ‘
‏تا‎ None of the above
In the classroom, the teacher always observes her students’ performance. When the flow of a
30 student's conversation is interrupted by some misunderstanding, the teacher intervenes and
Q provides him/her with some strategies to deal with the breakdown by questioning, repeating,
asking for clarification, rephrasing etc. This teacher is providing leamers with ____.
pragmalic strategies
cognitive strategies
social strategies
None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع : حر‎ -
2 ‏الاختبار : علوم التربية وديداكتيك مادة التخصص__المكون : الدبداكتيك __ التخصص : اللغة الانجليزية‎
In her teaching of the past simple questions, the teacher uses a conversation. First, students read
the text for comprehension. Then, the teacher guides them to notice and extract questions before
031 they focus on them and work out the rule to form yes-no questions in the simple past.
This type of instruction is referred to as ÿ
‏نط‎ None of the above
In her reading comprehension test, Sara prepared a text which includes cultural references such
as skyscrapers, trams, shopping malls, parks and museums and information about activities
KA which people do with these facilities or in these places. [f Sara’s students perform poorly in this
test, not because of language or lack of vocabulary, but because the test is testing aspects of a
culture which students are not familiar with, we might describe Sara’s test as lacking :
‏ا‎ | reliability
None of the above
In his classes, Mourad uses English starting from the first day. He does his best to provide his
learners with simple and comprehensible input and to obtain from them the maximum language
(XX output they can produce. Mourad’s classes focus a lot on reading and listening and give little
importance to structures. This teacher's approach goes under the umbrella of ;
Total Physical Response
EX the Audio-lingual Method
Suggestopedia
| D | The Silent Way
| & | Nonc of the above
Before starting a new unit on ‘Afy Summer”, Brahim asks his students ‏ما‎ complete a KWL chart
| (XER with what they know, what they want to know and what they expect to know about the theme of
i the unit. The technique the teacher is using is grounded in :
A | multipleintelligences theory
B | Krashen’s Input Hypothesis
Skinner's operant conditioning theory
Ausubel's meaningful learning theory
None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من [طار أستاذ التعليم الثانوي الإعدادي - دورة‎
7 ‏الموضوع‎ -
‏الاختبار : علوم التربية وديداكتيك مادة التخنصص . المكون : الديداكتيك . التخصص : اللغة الانجليزية و‎
‏تعلخ‎ covering the first unit, Mustapha wants to check if students have learned the target
vocabulary and structures. For this reason, the teacher asks his students to work in pairs and
prepare a poster about places to sce in their town. During the presentations, Mustapha uses a
05 checklist with items to observe and score students’ performance. He later provides students with
feedback based on each pair’s checklist and scheduled a class for remediation. The poster
56551005 grade is taken into account in students’ final grade. In this procedure, the teacher is
adopting ;
| B. Performance-based assessment
| | All of the above
| E | None of the above
Behaviorism is a leaming theory that has impacted language teaching. Some language teaching
‏اوررق‎ methods demonstrate the principles of behaviorism. Which of the following teaching practices
draws from this theory?
Whenever a student performs well, the teacher sticks a small star on his/her arm. He also writes
À L'his/her name on a decorated paper on the wall of the classroom.
The teacher usually provides learners with feedback only after they have finished their comment
on the topic of the text. Only major errors are dealt with while those which don't affect meaning
are ignored.
As soon as you gel into this teacher’s classroom, you notice that there is a lot of physical action
C | and movement. The teacher would ask his students to act out almost everything before he
focuses on its pronunciation.
In this teacher’s practice, the students are not forced ‏ما‎ produce language from the beginning.
They are given a period in which they just listen to the teacher or read materials before they start
using some simple language.
|E. None of the above
Which of the following best describes this statement?
OR ‘Learners use English for social communication in school and community contexts.
This is the objective of today”s lesson.
| 8 | This is a language standard.
This is the objective of a unit.
| | D. This is a performance indicator.
ï | ‏ع‎ | None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع صر‎ - .
A ‏الاختبار : علوم التربية وديداكتيك مادة التخنصص المكون : الدبداكتيك التخصص : اللفة الانجلبزية‎
Universal Design for ‏#متصمعا‎ (UDL) has been one of the most influencing perspectives in
ALES cducation in the recent ycars. Which of the following is CORRECT for UDL?
UDL is an approach to language teaching, similar to Project-based Language Teaching."
EI UDL is a lesson procedure which is composed of three stages.
c | UDLis an approach to the design of teaching materials.
p | ‏كن آنانا‎ a language teaching method.
El Nonc of the above
The teacher wants his students to read mainly for entertainment without worrying too much
about understanding every word in the text. His focus is on enjoying the language, while the
(eXC students can also implicitly and unconsciously put into use some of the strategies they practiced
in their regular reading classes. Which of the following types of reading serves the teacher's
purpose?
| intensive reading
Jigsaw reading
| D |Extensive reading
| 8 | None of the above
| In her vocabulary classes, Mchdi presented a set of vocabulary items, including the idiomatic
expression ‘get your act together". In her next class she asked the students to write a formal ‏ع‎
‎mail about their qualities in order to apply to a language program abroad. Surprisingly onc of the
BUS students, wrote the sentence ‘J like to get my act together carly before any appointment." By
using this expression in this student’s email, we can understand that probably the teacher ignored
| teaching the expression's
A |meaning
D ‏وأا‎
‎© |connotation
p l|collocates
E | Nonc of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع | م‎ -
271 ‏الاختبار : علوم التربية وديداكتيك مادة التخصص _ المكون : الديداكتيك . التخصص : اللغة الانجليزية‎
” Which of the following best shows that the teacher is trying to develop students’ metacognitive
ER 210700655 about their reading comprehension strategies?
The teacher stars the lesson by asking students to read the text and answer comprehension
questions, mainly targeting reading for the gist and details.
While they are reading the text, the teacher asks students to underline the phrases which the
Writer uses to indicate that he has a negative attitude towards young people’s use of social media.
Before reading a text, the teacher presents a few words and asks the students to use them in
€ sentences of their own.
The teacher asks the students to read the text and underline any words they don't know. They are
then allowed to use a dictionary to look them up.
LE. None of the above
Choose the correct set of words to complete the following text:
“.. In this model, the teacher creates purposeful tasks, provides just-in-time , and sets up
(eZ TA conditions for extended and student talk, while , closely and intervening only
with timely or corrective feedback. Over time, this approach not only strengthens
language proficiency but also builds learner confidence, autonomy, and motivation.”
strategies - controlled - withdrawing - questions
scaffolding - interactive - monitoring - prompts
| © | None of the above
| To allow students to get meaning from a reading text, the teachers can follow the RIEA cycle:
(eZ Retricve (or Identify) - Interpret - Evaluate - Apply. In a reading comprehension class, which of
the following students’ statements matches the ‘/nterpret' level of RIEA?
This story is mainly about how to learn language with the help of apps.
| B. [think the last app is the best to try; it includes a lot of fun games.
From the text, ] understand that apps can help us with speaking, listening and writing.
| D. [ want lo try some of the apps which the text suggests. [think they will help me.
| & | None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع ٍ ٍ م1‎ -
7 ‏الاختبار : علوم التربية ودبداكتيك مادة التخصص. المكون : الدبداكتيك . التخصص : اللغة الانجلبزية‎
018 Which of the following teaching practices does NOT adhere to the principles of communicative
language teaching?
Jamila begins her class with a short dialogue between two people and has students repeat it
A | several times until they can say it accurately and confidently. Aferward, they practice similar
sentence patterns through drills and substitutions.
Malika's lessons revolve around classroom tasks. For example, lcarners collect information
about their favorite music or local traditions, then prepare a shont repont or poster to present. She
guides them through planning, doing, and reviewing their work.
In Tilila’s class, students learn English by studying a range of topics related to different subject
arcas such as science, history, or the environment. For example, while studying a unit on
© |'ecosystems, they read short texts, discuss how animals adapt to their habitats, and write short
reports which they share and present together.
In Lina's class, students often work in pairs to exchange opinions, solve small problems, or
complete short information-gap activities. She encourages them to focus on expressing their
idcas clearly, even if their grammar isn't perfect.
LE. None of the above
This is a task from Spotlight 2. Which of the following is this task likely to target?
3. What is the moral of the story? Tick the best option(s)
‏نب‎ Stay the same, stay safe!
049 ‏لأ‎ 1 906640066 01
‏نب‎ Don't fear change, embrace it!
Other 1 ‏لل‎
‎To develop high-order thinking skills
B | To developing empathy in students
C_] To develop students’ use of the imperative form
D | To develop students’ ability to skim a text
E | Nonc of the above
(RUES 111161 of the following £S NOT a principle of the new middle school curriculum in Morocco?
A | 1! ‏كعكن‎ a context-basced approach to the teaching of language components.
B {|Itintegrates all Innguage skills and components in the lesson.
€ |Itintegrates principles of assessment for leaming within the teaching materials
D | Itadheres ‏ما‎ the principles of norm-referenced assessment
E | Nonc ofthe above
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امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة 2025 كل
- الموضوع 1
الاختبار : علوم التربية وديداكتيك مادة التخنصص المكون : الديداكتيك | التخصص : اللفة الانجليزية وص
‎In her teaching practices, Nadine rarely goes beyond the presentation stage. She doesn't engage‏
‎students in any practice. Consequently, she observes that her students easily forget the form and‏ 051
‎use of the structures she presents. By providing learners with extended practice opportunities, the‏
‎teacher will help them ;‏
‎retain What they have learned in their working memory‏
‎move the structure from the working memory to the long-term memory‏ | 8 |
‎retrieve the structure from the long-term memory‏
‎D. memorize what is in the working memory in their short-term memory‏ |
‎None of the above‏ | © |
‎Q52 The following teachers describe how they teach writing. Which of them focuses on the stage of‏
‎‘revision in their practice?‏
‎After my students brainstorm and outline their ideas, they start writing the first draft. When they‏
‎A | finish, I ask them to work in pairs and check each other's writing for spelling and punctuation‏
‎mistakes.‏ |
‎ask my students to start writing their paragraph immediately without thinking much about‏ 1 |
‎ideas. When they finish their first draft, we write one of their products on the board and students‏
‎correct spelling, punctuation and grammar mistakes.‏
‎In my classes students always write by following a given model such as an email or a small‏
‎c invitation note. We first start by reading the model and identifying its components. Then,‏
‎students write a similar text. Finally, students reflect on their texts and refine aspects of‏ |
‎language.‏
‎[always ask my students to make notes of what they want to write first. Then, they write their‏
‎texts. When they finish their first draft, ] ask them to re-write their text and make any corrections‏
‎at the level of sentence structure and mechanics.‏
‎None of the above‏ | © | |
‎ex Which of the following is a competency to target in teaching speaking to young learners?‏
‎Clarification and repair strategies‏
‎The use of follow-ups‏ | 8 |
‎EX All of the above‏
‎E. None of the above‏ |
‎SX Which of the following is correct about ‘performance indicators?‏
‎They give clear targets for students.‏
‎B. They help teachers to track progress.‏ |
‎They enhance equity and fairness in assessment.‏
‎All of the above‏ | « |
‎Nonc of the above‏ | ©
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
7 ‏الموضوع‎ -
‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك التخصص : اللفة الانجلبزية و‎
Choose the correct set of words to complete the following text:
“Teachers should focus on developing the target forms within ‏,ست‎ rather than in isolation.
Q55 When judging ‏بست‎ use the year-level scope as the reference point: do not penalize students
for attempting language beyond their level if the ‏سب‎ remains clear. ‏ست‎ vocabulary and
structures regularly through DEAR reading.
| B |tasks - performance - message - recycle
| |E. None of the above
In this reading activity, which of the following of Bloom's taxonomy of cognitive objectives is
the teacher targeting? |
The teacher asks students read a text and identify the strategies which Titrit uses to manage her
56 time and face the problem of procrastination. In groups, students outline and share the key ideas
Q in the text, and decide about the two most effective strategies based on Titrit’s daily activities.
The teacher asks them to work in pairs and design a one-week schedule of how they will manage
their time, using some of the strategies in Titrit’s story.
Knowledge - Synthesis - Evaluation - Application
| B| knowledge - Evaluation - Synthesis
١ Synthesis - Application - Evaluation
| D. Synthesis - Evaluation
| El None of the above
57 Among the components of Spotlight textbook is ‘Global Citisenship'. Which of the following is
0 likely to appear in a lesson on this component?
Students read a text about how teens make the world a better place through their innovative
business ideas.
Students read short texts about the lives of nomads in different parts of the world and how they
survive the effects of climate change.
c Students work in groups and design a poster in which they describe their city and include how
they can make it an ccologically better place.
All of the above
None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من اطار أستاذ التطيم الثانوي الإعدادي - دورة‎
DZ ‏المورضوع‎ -
7 ‏الاختبار: علوم الترببة ودبداكتبك مادة التخصص . المكون : الدبداكنيك التخصص : اللفة الانجلبزية‎
Semantic mapping is a technique that is ‏معااه‎ used in language classes. Which of the following is
(RES NOT an appropriate practice in the use of this technique?
Re RQ ‏اَِْححْءتتستب -جََِلَءَءتُ- لتكت ل>ٍء [لَ2+‎
The teacher uses semantic mapping as a device to introduce and review vocabulary ilems.
The teacher uses this technique to assess the students’ prior knowledge or schema availability on
the topic of a reading text.
The teacher uses the technique as ‏م‎ device ‏ما‎ assess students’ learning on an individual basis.
The teacher uses it as a technique through which students demonstrate comprehension in reading.
None of the above
Hammou is a teacher who is enthusiastic about using technology in his language classes. In his
lesson on ‘expressing interest’, the teacher does not only ask students 10 read a conversation and .
059 notice how pcople express interests, but also uses an AÏ app to tum the wnilten conversation into
| ١ vidco which includes. besides the image and sound. different helpful contextual clucs. What
level of technology integration can best describe Hammou's practice?
RE [ ‏ابييل‎
‎A |Substitution
>> ‏لت 2 2 2 2 تال #2[ حسءءء+ءَلءءحءك©كإكتاَاتلَتت ًألً/>-/ - و ل ءءك ءءء 2-7 يت‎ N
B |Augmentation
c | Modification
Redefinition
Nonc of the ahove
Teachers should train their leamers to vary their rcading speed based on the purpose of reading.
TU WVhich two of the following rcading strategies require reading the text quickly without worrying
about understanding every word?
inferencing - skimming
B Isummanzing - de
C 0 - ‏8ح‎
‎| D. making predictions - reading the text to fill out a form
| El None of the above
In their teaching of listening to young learners, ieachers often adopt different techniques and
(TT stratcgies. Which of the following techniques is NOT a useful strategy for this category of
lcamers?
Listening to a story and drawing an image
| 8 | Listening and filling in a chart
Listening and circling items (such as the night picture)
| D. Listening and performing and action
|E. None of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع ٍ م‎ -
‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك التخصص : اللغة الانجليزية ا‎
In one of the Spoilight2 tasks, learners are asked ‏ما‎ read a list of table manners associated with
pictures. Then, learners work in groups and decide which table manners are similar to those in
062 Morocco and which are different. They are also asked to decide which manners are most
surprising for them.
By being involved in this task and similar ones, which aspect of culture will learners most likely
develop?
Products - Perspectives
D |Practices - Products - Perspectives
None of the above
A syllabus designer prepares a course intended to follow a task-based language teaching
‏لكا‎ framework. Which of the following activities would be least consistent with this approach?
Planning a group trip with a sel budget
F3 Conducting a role-play to book a hotel room |
Writing an email ‏ما‎ request information
D. Using a song to learn irregular verbs
‏ا‎ | None of the above
' In a reading lesson, a student with dyslexia struggles to decode long words and often loses track
64 of meaning. The teacher considers strategies to support comprehension while keeping the learner
Q engaged without the need to provide low-level graded texts. Which strategy is most appropriate
for this student?
Assigning repealed phonics drills to strengthen decoding fluency
| 8 | Replacing reading with oral retelling activities to bypass decoding
Enhancing comprehension through extended schema and visual support
D. Simplifying texts by reducing length and lexical difficulty
‏عا‎ | None of the above
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2025 ‏امتحان الكفاءة المهنية لولوجٍ الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة‎
‏الموضوع | | را‎ -
‏التخصص المكون : الديداكتيك | التخصص ؛ اللفة الانجلبزية و‎ Sole ‏الاختبار : علوم التربية وديداكتيك‎
Which skill docs the following listening task from Spotlight 2 target?
‏يق‎ LISTENING
65 1. Listen to the conversation ‏ماج‎ main topic
Q A. Favorite food for breakfast and lunch
B. Making plans lo eat together
C Healthy eating habits
A |Listening for details
B |Listening for the ‏قتع‎
‎LE. None of the above
In her last assessment, Mrs Jones uses paragraph writing as a test to assess students”
performance. However, after scoring the paragraphs holistically, the teacher finds it difficult to
(JA discriminate between different performances, especially the students who are close to each other.
For instance, she couldn’t see any clear difference between a student who obtained a score of
9/20 and one who obtained 11/20. What might be the reason behind the teacher's failure to
discriminate between different performances?
She didn't use a discrete item test like multiple choice and gap-filling.
| B. She didn't test what students studied in their previous classes.
© | She didn't prepare clear performance indicators and descriptions.
D | Shceused writing, which is not a reliable instrument to test performance.
Q67 Moroccan students participate in international assessments such as PISA and PIRLS. The results
of these ‏فاقع)‎
‎allow countries to get educational and financial aid if necded
| 8 | help curriculum designers and materials writers to prepare better curricula
‏ماعط‎ in ranking students who participate in these studies nalionally
are uscd to rank students who participate in these studies internationally
Nonc of the above
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2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذً التعليم الثانوي الإعدادي - دورة‎
‏الموضوع 1 مرا‎ -
7 ‏الاختبار : علوم التربية وديداكتيك مادة التخنصص المكون : الديداكتيك .| التخصص : اللغة الانجليزية‎
Which of the following scating arrangements is better suitable for students when they arc doing
68 El information-gap activity?
١ ‏له‎
‎0 ‏من‎ 2
‏عا‎ | None of the above
Which 21% century skill is less likely to be developed through working on these projects?
Unit Project - Choose One!
4 Option 1 : Drew à map of your school Label all the places
Q69 7
' Option 2: Wnite your schoot schedule Write the activities you do and where you da them
Option 3: Make a video to introduce your school Tell people about the places in your school
‏تج‎ and activituws people do there
Digital literacy skills.
B | ‏سم‎ work skills
c |Communication
| ‏8ج‎ | None of the above
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امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أمتاذ التعليم الثانوي الإعدادي - دورة 2025
- الموضوع مر م
الاختبار : علوم التربية وديداكتيك مادة التخنصص| المكون : الديداكتيك | التخصص : اللغة الانجليزية ‎ré‏ 7
Which of the following practices is more likely to match the learning style of an impulsive
070 carner?
Nadia gives her students four short reading passages and asks them to work individually and fill
in a chart with key details such as the person's name, job and interests before they join others
and share their ideas. Each student works independently, reading the texts and highlighting the
required details.
The teacher starts her lesson with a short reading passage and asks students to discuss the main
ideas in small groups before answwering comprehension questions about key details. Learners rely
on pecr interaction and share understanding to make sense of the text.
Lahcen gives students quick and simple problem-solving tasks and encourages them lo respond
immediately with their first ideas or answers. He wants his students to be spontancous and
creative risk-takers. He later used follow-up discussion later ‏ما‎ refine students’ language.
Her lessons often involve pair and group activities such as role plays and collaborative tasks.
Students learn by interacting and exchanging ideas, and the teacher frequently encourages
cooperation and teamwork.
PE. None of the above
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امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي الإعدادي - دورة 2025
-الموصُ ص
الاختبار : علوم التربية ودبداكتيك مادة جيب المكون : الديداكتيك | التخصص : اللغة الانجليزية وس
‎END OF EXAM‏
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