Questões de Concurso Público Prefeitura de Lajedinho - BA 2026 para Professor de Ensino Fundamental II - Língua Estrangeira (Inglês)
Foram encontradas 50 questões
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361870
Inglês
Choose the sentence in which the irregular verb is
correctly used in the past participle form.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361871
Inglês
Texto associado
Read the text and answer question.
What's worth measuring? The future of assessment in the
AI age
The rise of AI tools disrupts traditional ideas of assessment,
and urges a shift toward promoting and evaluating higher-order
thinking, creativity, and ethical reasoning.
By Hrishikesh Desai
Artificial Intelligence (AI) tools like ChatGPT have
fundamentally disrupted traditional notions of assessment in
education. When a machine can generate essays, solve
complex problems, and even mimic creative writing, educators
are forced to ask: What skills should we assess, and how do we
evaluate learning in a world where AI can perform tasks once
thought uniquely human? This think piece explores the
implications of AI for assessment and argues that we must shift
from measuring rote knowledge to promoting and evaluating
higher-order thinking, creativity, and ethical reasoning.
Historically, educational assessment has relied on
measurable outputs, such as essays, exams, and problem sets
that test memorization, comprehension, and technical
proficiency. However, AI’s ability to generate these outputs
undermines their reliability as indicators of individual effort or
understanding. For example, a student can prompt ChatGPT or
DeepSeek to write a 1000-word essay on climate change in
minutes, complete with citations, which leaves educators
grappling with how to distinguish human work from machinegenerated content. This disruption extends beyond writing to
mathematics, coding, and even creative tasks, where AI tools
like GitHub Copilot and DALL-E provide solutions or artifacts
that mimic human ingenuity. As AI becomes a ubiquitous
resource, the traditional metrics of learning are no longer fit for
purpose. The emergence of generative AI has precipitated what
can only be described as an assessment crisis.
This technological disruption to learning has arrived at a
critical juncture. For decades, faculty have critiqued assessment
methods that prioritize memorization and formulaic responses
over deeper learning. The emergence of sophisticated AI tools
has transformed this critique from a theoretical ideal into an
immediate practical necessity. We can no longer rely on
conventional assessment methods that AI can bypass with
ease. I argue that generative AI is not merely challenging our
assessment techniques but providing an opportunity to
fundamentally realign educational evaluation with more
authentic demonstrations of human learning, thinking, and
creation.
Source: https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
Why does the author believe traditional assessment
outputs have become less reliable?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361872
Inglês
Texto associado
Read the text and answer question.
What's worth measuring? The future of assessment in the
AI age
The rise of AI tools disrupts traditional ideas of assessment,
and urges a shift toward promoting and evaluating higher-order
thinking, creativity, and ethical reasoning.
By Hrishikesh Desai
Artificial Intelligence (AI) tools like ChatGPT have
fundamentally disrupted traditional notions of assessment in
education. When a machine can generate essays, solve
complex problems, and even mimic creative writing, educators
are forced to ask: What skills should we assess, and how do we
evaluate learning in a world where AI can perform tasks once
thought uniquely human? This think piece explores the
implications of AI for assessment and argues that we must shift
from measuring rote knowledge to promoting and evaluating
higher-order thinking, creativity, and ethical reasoning.
Historically, educational assessment has relied on
measurable outputs, such as essays, exams, and problem sets
that test memorization, comprehension, and technical
proficiency. However, AI’s ability to generate these outputs
undermines their reliability as indicators of individual effort or
understanding. For example, a student can prompt ChatGPT or
DeepSeek to write a 1000-word essay on climate change in
minutes, complete with citations, which leaves educators
grappling with how to distinguish human work from machinegenerated content. This disruption extends beyond writing to
mathematics, coding, and even creative tasks, where AI tools
like GitHub Copilot and DALL-E provide solutions or artifacts
that mimic human ingenuity. As AI becomes a ubiquitous
resource, the traditional metrics of learning are no longer fit for
purpose. The emergence of generative AI has precipitated what
can only be described as an assessment crisis.
This technological disruption to learning has arrived at a
critical juncture. For decades, faculty have critiqued assessment
methods that prioritize memorization and formulaic responses
over deeper learning. The emergence of sophisticated AI tools
has transformed this critique from a theoretical ideal into an
immediate practical necessity. We can no longer rely on
conventional assessment methods that AI can bypass with
ease. I argue that generative AI is not merely challenging our
assessment techniques but providing an opportunity to
fundamentally realign educational evaluation with more
authentic demonstrations of human learning, thinking, and
creation.
Source: https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
What criticism of traditional assessment existed before
the widespread use of generative AI?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361873
Inglês
Texto associado
Read the text and answer question.
What's worth measuring? The future of assessment in the
AI age
The rise of AI tools disrupts traditional ideas of assessment,
and urges a shift toward promoting and evaluating higher-order
thinking, creativity, and ethical reasoning.
By Hrishikesh Desai
Artificial Intelligence (AI) tools like ChatGPT have
fundamentally disrupted traditional notions of assessment in
education. When a machine can generate essays, solve
complex problems, and even mimic creative writing, educators
are forced to ask: What skills should we assess, and how do we
evaluate learning in a world where AI can perform tasks once
thought uniquely human? This think piece explores the
implications of AI for assessment and argues that we must shift
from measuring rote knowledge to promoting and evaluating
higher-order thinking, creativity, and ethical reasoning.
Historically, educational assessment has relied on
measurable outputs, such as essays, exams, and problem sets
that test memorization, comprehension, and technical
proficiency. However, AI’s ability to generate these outputs
undermines their reliability as indicators of individual effort or
understanding. For example, a student can prompt ChatGPT or
DeepSeek to write a 1000-word essay on climate change in
minutes, complete with citations, which leaves educators
grappling with how to distinguish human work from machinegenerated content. This disruption extends beyond writing to
mathematics, coding, and even creative tasks, where AI tools
like GitHub Copilot and DALL-E provide solutions or artifacts
that mimic human ingenuity. As AI becomes a ubiquitous
resource, the traditional metrics of learning are no longer fit for
purpose. The emergence of generative AI has precipitated what
can only be described as an assessment crisis.
This technological disruption to learning has arrived at a
critical juncture. For decades, faculty have critiqued assessment
methods that prioritize memorization and formulaic responses
over deeper learning. The emergence of sophisticated AI tools
has transformed this critique from a theoretical ideal into an
immediate practical necessity. We can no longer rely on
conventional assessment methods that AI can bypass with
ease. I argue that generative AI is not merely challenging our
assessment techniques but providing an opportunity to
fundamentally realign educational evaluation with more
authentic demonstrations of human learning, thinking, and
creation.
Source: https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
What opportunity does the author associate with the
rise of generative AI?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361874
Inglês
In the sentence “Could you look after this matter while I
am away?”, the phrasal verb look after means:
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361875
Pedagogia
Which classroom practice is most closely associated
with the Lexical Approach?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361876
Inglês
Choose the sentence in which the possessive adjective
is used correctly.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361877
Pedagogia
What was the Manifesto of the Pioneers of New
Education, published in Brazil in 1932?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361878
Inglês
Choose the sentence in which the verb agrees correctly
with the subject.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361879
Inglês
Choose the sentence in which must is used correctly.
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