Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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Based on the text above, judge item below.
Climate change leads to the proliferation of harmful plagues.
Based on the text above, judge item below.
If temperatures increase to the limit of a crop’s threshold, yields will decrease.
Judge the following item based on the text above.
According to the text, grain poisoning is caused by the intake of rotten grains or pellets that cattle are not used to.
Judge the following item based on the text above.
An unpleasant additive or harsh weather might cause cattle to skip their feed one day, leading them to overeat the following day.
Judge the following item based on the text above.
Grain poisoning occurs because lactic acid raises the pH levels in the rumen, causing a healthier environment for bacteria.
Judge the following item based on the text above.
Animals accustomed to grain-rich diets are less likely to suffer severe effects from grain poisoning than pasture-fed cows.
Judge the following information based on the infographic above.
It can be concluded form the infographic that, at present, farmers only produce 30% of the expected food for the population.
Judge the following information based on the infographic above.
Innovative agricultural technologies are essential to help farmers adapt and overcome the growing challenges our world will present in the coming decades.
Based on the text above, judge item below.
Elevated temperature and CO2 levels improve some crop fields especially because of nutrient levels in the soil.
Judge the following item based on the text above.
Wheat and barley are more dangerous grains to feed cattle than oats and sorghum due to their lower fiber content.
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
As regards Text IV, analyse the assertions below:
I. Assessment should be dissociated from the learning process.
II. Summative evaluations tend to overlook details.
III. Achievement tests must take place at the beginning of the year.
Choose the correct answer.
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
From: https://schulzmuseum.org/wp-content/uploads/2020/11/1963-05-01_WEBscaled.jpg
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