Pedagogy and Professional Responsibilities (PPR) TExES Practice Exam

When developing a reading benchmark assessment for second graders, using language that is appropriate to the student's age is crucial. Age-appropriate language ensures that the assessment is accessible and understandable for young learners, thus allowing them to demonstrate their reading abilities effectively. If the language used is too complex or not relatable to their daily experiences, it can hinder their comprehension and performance, ultimately skewing the results of the assessment.

In contrast, the relevance of questions used in previous assessments may not be as impactful if they do not cater to the current learning objectives or the developmental stage of the students. While considering students' interests can enhance engagement and motivation, it is not the primary focus for the fundamental structure of a benchmark assessment, which is meant to gauge literacy skills rather than personal preferences. Finally, including material not covered in class could lead to unnecessary confusion and anxiety, as students would be assessed on content they have not yet encountered, which undermines the purpose of a benchmark assessment designed to measure progress in known areas.