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TExES PPR EC-12 (160) study materials
TExES PPR EC-12 (160) study resources

TExES PPR EC-12 (160) practice questions

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Question 1Designing Instruction and Assessment to Promote Student Learning

During a lesson on ecosystems, a teacher pauses and asks students to write a one-sentence summary on an index card. She scans the cards and decides to reteach food chains before moving on. This practice is best described as:

  1. Standardized benchmark assessment
  2. Summative assessment
  3. Formative assessment Correct answer.
  4. Norm-referenced assessment

Explanation

Formative assessment is conducted during instruction to gather evidence about student understanding while there is still time to adjust teaching. Its defining feature is that results feed directly back into instructional decisions rather than into a final grade.

Question 2Designing Instruction and Assessment to Promote Student Learning

Which of the following is the best-written instructional objective?

  1. Students will appreciate the significance of the Civil War.
  2. Students will understand the causes of the Civil War.
  3. Students will list three causes of the Civil War. Correct answer.
  4. Students will be exposed to the causes of the Civil War.

Explanation

A well-stated objective names an observable, measurable student performance so that the teacher can determine whether it was met. Verbs such as list, explain, or compare describe observable actions, whereas understand, appreciate, and be exposed to describe internal states that cannot be directly observed.

Question 3Designing Instruction and Assessment to Promote Student Learning

Which objective targets the highest level of Bloom's revised taxonomy?

  1. Students will design an experiment testing a factor that affects photosynthesis. Correct answer.
  2. Students will label the parts of a leaf.
  3. Students will define the term photosynthesis.
  4. Students will explain the steps of photosynthesis.

Explanation

In the revised taxonomy, creating is the highest level and requires students to combine elements into a new product, as in designing an experiment. Defining and labeling are at the remembering level, and explaining is at the understanding level.

Question 4Designing Instruction and Assessment to Promote Student Learning

Before beginning a unit on fractions, a teacher gives a short ungraded quiz. The primary purpose of this quiz is to:

  1. Rank students by ability level
  2. Assign a baseline grade for the unit
  3. Satisfy district reporting requirements
  4. Identify prior knowledge and gaps Correct answer.

Explanation

A pre-assessment is given to reveal what students already know and where misconceptions lie so that instruction can be planned or adjusted. Because it is ungraded, its function is diagnostic rather than evaluative.

Question 5Designing Instruction and Assessment to Promote Student Learning

Which statement best describes a criterion-referenced assessment?

  1. It is built so that about half of students score above the mean.
  2. It measures performance against a defined standard of mastery. Correct answer.
  3. It compares a student's score to the scores of classmates.
  4. It reports scores as percentile ranks within a national sample.

Explanation

Criterion-referenced assessments interpret a score by comparing it to an established performance standard rather than to other test takers. A student's result therefore does not depend on how peers performed.

Question 6Designing Instruction and Assessment to Promote Student Learning

A student's IEP permits oral administration of the state assessment. This provision is best described as:

  1. A testing accommodation Correct answer.
  2. A change in the scoring standard
  3. An exemption from the assessment
  4. A modification of curriculum content

Explanation

An accommodation changes how a student accesses an assessment without altering what the test measures or the expectations for performance. Reading the test aloud removes a barrier related to the disability while the content standards remain the same.

Question 7Designing Instruction and Assessment to Promote Student Learning

Which classroom practice best illustrates scaffolding?

  1. Students complete an independent research project at the end of a unit.
  2. A teacher supplies sentence frames that are withdrawn as students write explanations. Correct answer.
  3. Students who finish early move on to enrichment activities.
  4. A teacher assigns the same worksheet to every student in the class.

Explanation

Scaffolding is temporary support that is gradually removed as learners gain competence. Sentence frames that are faded over time match this definition because the support decreases as the student takes on more of the task.

Question 8Designing Instruction and Assessment to Promote Student Learning

After asking a complex question, a teacher pauses for several seconds before calling on a student. The main benefit of this pause is that:

  1. The lesson moves at a faster pace
  2. More students can formulate a response Correct answer.
  3. Fewer students need to participate
  4. Confident students can call out answers

Explanation

Wait time gives all students, including those who process more slowly, time to construct and rehearse an answer before anyone is named. It typically increases the number and quality of student responses and broadens participation.

Question 9Designing Instruction and Assessment to Promote Student Learning

When planning a unit using backward design, a teacher should begin by:

  1. Selecting engaging activities that fill the allotted class periods
  2. Identifying the desired results and the evidence of mastery Correct answer.
  3. Writing the daily warm-up questions for each class
  4. Ordering the chapters of the textbook as they appear

Explanation

Backward design begins with the end in mind: first identify the desired results, then determine what evidence would show mastery, and only then plan learning experiences. Activities and materials are selected to serve those results rather than driving the plan.

Question 10Designing Instruction and Assessment to Promote Student Learning

A quiz yields nearly identical scores when administered twice, but all of its items ask students to recall dates, while the unit objective calls for analyzing causes. This quiz is best described as:

  1. Valid but not reliable
  2. Both valid and reliable
  3. Reliable but not valid Correct answer.
  4. Neither valid nor reliable

Explanation

Reliability refers to consistency of results across occasions, and validity refers to whether the instrument measures what it claims to measure. Consistent scores indicate reliability, but items that only tap recall cannot support inferences about students' ability to analyze causes.

Question 11Designing Instruction and Assessment to Promote Student Learning

Which feature is characteristic of an analytic rubric?

  1. It compares students' products to one another
  2. It produces one overall score for the whole product
  3. It is written after students submit their work
  4. It scores separate criteria with a description at each level Correct answer.

Explanation

An analytic rubric breaks a performance into distinct criteria, each with its own scale and descriptors, so students receive specific information about strengths and weaknesses. A holistic rubric, by contrast, assigns a single overall score.

Question 12Designing Instruction and Assessment to Promote Student Learning

A teacher keeps the same learning objective for all students but provides three versions of a practice task at different levels of complexity. This approach is best described as:

  1. Tiered assignment Correct answer.
  2. Summative evaluation
  3. Retention
  4. Whole-group instruction

Explanation

Tiered assignments hold the objective constant while varying the complexity, scaffolding, or product so that students work at an appropriate entry point. All students still pursue the same essential learning, which distinguishes tiering from tracking.

Question 13Designing Instruction and Assessment to Promote Student Learning

Which is the most defensible distractor for a multiple-choice item?

  1. One that is obviously wrong to almost any reader
  2. One that is grammatically inconsistent with the stem
  3. One that is longer and more detailed than the key
  4. One that reflects a common student misconception Correct answer.

Explanation

Effective distractors attract students who hold a predictable misconception, allowing the teacher to diagnose why an error occurred. Distractors that no one selects provide no information, and structural flaws let testwise students eliminate options without knowing the content.

Question 14Designing Instruction and Assessment to Promote Student Learning

Which feedback is most likely to improve student learning?

  1. A percentage grade of 85% written at the top, with no comments
  2. See me after class about your essay.
  3. Nice work-you are a strong writer, so keep it up!
  4. Your topic sentence names the claim; add evidence in paragraph two. Correct answer.

Explanation

Effective feedback is specific, describes the work rather than the learner, and points to a concrete next step the student can act on. Comments that name a feature of the writing and tell the student what to revise support improvement.

Question 15Designing Instruction and Assessment to Promote Student Learning

Assigning each group member a distinct role and scoring individual contributions to a group project primarily promotes:

  1. Ability grouping
  2. Individual accountability Correct answer.
  3. Social loafing
  4. Competition among groups

Explanation

Cooperative learning requires both positive interdependence and individual accountability so that every member is answerable for learning. Roles and individual scoring make each student's contribution visible and reduce the chance that some members disengage.

Question 16Designing Instruction and Assessment to Promote Student Learning

An English learner at an intermediate level of proficiency must show mastery of a science concept. Which assessment practice is most appropriate?

  1. Lowering the student's score for grammatical errors
  2. Testing the student only on English science vocabulary
  3. Excusing the student from the science assessment
  4. Allowing labeled diagrams and sentence frames as response options Correct answer.

Explanation

Assessments for English learners should allow students to demonstrate content knowledge through means that do not depend unnecessarily on language proficiency. Providing visual and linguistic supports keeps the construct being measured as science rather than English grammar.

Question 17Designing Instruction and Assessment to Promote Student Learning

Which task reflects the highest Depth of Knowledge?

  1. Recalling the dates of three historic battles
  2. Analyzing multiple sources to propose a solution Correct answer.
  3. Defining a list of key vocabulary terms
  4. Listing the steps of a process in order

Explanation

Depth of Knowledge describes the cognitive demand of a task, with extended thinking requiring synthesis across sources and justification of conclusions. Recall, definition, and listing are all lower-level demands regardless of how difficult the content seems.

Question 18Designing Instruction and Assessment to Promote Student Learning

The gradual release of responsibility model sequences instruction as:

  1. Independent practice, guided practice, modeling
  2. Guided practice, modeling, independent practice
  3. Modeling, independent practice, guided practice
  4. Modeling, guided practice, independent practice Correct answer.

Explanation

Gradual release moves from teacher demonstration, to supported joint practice, to independent application by the student. Each phase transfers more of the cognitive work to the learner while support fades.

Question 19Designing Instruction and Assessment to Promote Student Learning

Which is an example of a performance assessment?

  1. Designing and conducting a water-quality test on a local stream Correct answer.
  2. Completing a chapter test with forty multiple-choice items
  3. Copying definitions of key terms into a notebook
  4. Answering oral recall questions about a lab procedure

Explanation

Performance assessments require students to apply knowledge to produce a product or carry out a process that is judged against criteria. Designing and conducting an actual test asks students to use procedures and reasoning in a realistic context.

Question 20Designing Instruction and Assessment to Promote Student Learning

Exit tickets show that about 70 percent of students missed items on adding fractions with unlike denominators. The most appropriate next step is to:

  1. Move on, because roughly a third of the class is ready
  2. Assign the missed items as homework without additional instruction
  3. Give the same exit ticket again the next day
  4. Reteach the concept using a different representation, then recheck Correct answer.

Explanation

When assessment data show a widespread misunderstanding, the teacher should adjust instruction and reteach before moving forward. Changing the representation addresses the likely misconception, and rechecking provides evidence that the reteaching worked.

Question 21Designing Instruction and Assessment to Promote Student Learning

A unit objective states that students will analyze how supply and demand affect prices, but the unit test consists of thirty items asking students to define economics vocabulary. The main problem with this assessment is that it:

  1. is too short to produce dependable scores
  2. does not measure the stated objective Correct answer.
  3. contains too many items for the time allowed
  4. was written before instruction began

Explanation

Assessment must be aligned with the cognitive demand and content of the objective it is meant to measure. Recall items cannot support conclusions about students' ability to analyze causal relationships, so the results would misrepresent learning.

Question 22Designing Instruction and Assessment to Promote Student Learning

A mathematics word problem about batting averages produces lower scores for students who have never followed baseball, even though those students do equally well on other computation items. This item most likely:

  1. contains construct-irrelevant difficulty that biases scores Correct answer.
  2. is unreliable because it is scored inconsistently
  3. places too much emphasis on higher-order thinking
  4. is simply too hard for the entire class

Explanation

An item is biased when factors unrelated to the construct being measured make it harder for a particular group. Unfamiliarity with the baseball context depresses scores on a computation problem, so the item measures background knowledge as well as mathematics.

Question 23Designing Instruction and Assessment to Promote Student Learning

Two teachers scoring the same set of essays disagree substantially about the quality of several papers. The most direct way to improve the consistency of their scoring is to:

  1. Increase the number of essays each teacher scores
  2. Use a shared rubric with anchor papers and joint scoring practice Correct answer.
  3. Shorten the writing prompt students respond to
  4. Replace the essays with multiple-choice items

Explanation

Inter-rater reliability improves when scorers share explicit criteria and calibrate their judgments against exemplars. A common rubric with anchor papers and practice scoring reduces idiosyncratic interpretations of quality.

Question 24Designing Instruction and Assessment to Promote Student Learning

After computing the area of rectangles in mathematics class, a student uses the same procedure to estimate how much paint is needed for a wall in the classroom. This use of prior learning is best described as:

  1. Near transfer Correct answer.
  2. Far transfer
  3. Metacognition
  4. Rote memorization

Explanation

Near transfer occurs when a procedure learned in one setting is applied to a closely similar task or context. Estimating paint for a rectangular wall uses essentially the same procedure in a modestly different situation.

Question 25Designing Instruction and Assessment to Promote Student Learning

A fifth-grade student has already demonstrated mastery of the grade-level mathematics objectives for the coming unit. The most appropriate instructional response is to:

  1. Have the student repeat the unit for reinforcement
  2. Assign the student to tutor struggling classmates
  3. Compact the curriculum and provide accelerated content Correct answer.
  4. Give the student extra worksheets on the same skills

Explanation

When a student has already met the objectives, curriculum compacting removes the material already mastered and substitutes appropriately advanced content. This keeps the student working within a productive zone of challenge instead of repeating what is known.

Question 26Designing Instruction and Assessment to Promote Student Learning

A learning objective written for a lesson should primarily describe which of the following?

  1. What students will be able to do by the end of the lesson Correct answer.
  2. The amount of time each segment of the lesson will take
  3. The activities the teacher has planned for the class period
  4. The materials and resources the teacher will distribute

Explanation

A learning objective states the intended student outcome in observable, measurable terms. Teacher activities, materials, and timing are lesson-plan components, not statements of what students should know or be able to do.

Question 27Designing Instruction and Assessment to Promote Student Learning

Which of the following assessments is best classified as summative?

  1. An ungraded pre-assessment given before a unit
  2. A comprehensive exam administered at the end of a grading period Correct answer.
  3. A one-minute paper collected at the end of a daily lesson
  4. A quick thumbs-up check during a lesson

Explanation

Summative assessment occurs after instruction to judge the extent of student achievement for reporting or evaluation. Checks during and at the end of daily lessons and pre-assessments are formative because they guide ongoing instruction.

Question 28Designing Instruction and Assessment to Promote Student Learning

A teacher's unit plan lists an objective about comparing two historical perspectives, but the unit test asks students only to list dates of events. The primary problem with this plan is that the test does not match the objective in

  1. the number of items it contains
  2. the cognitive demand and content it measures Correct answer.
  3. the length of time students are given
  4. the format of the answer choices

Explanation

Constructive alignment requires that assessment measure the same content and level of thinking stated in the objective. Listing dates is recall, whereas comparing perspectives requires analysis, so the test does not measure the intended learning.

Question 29Designing Instruction and Assessment to Promote Student Learning

At the start of a new unit, a teacher gives a short ungraded probe of what students already know about the topic. The primary purpose of this practice is to

  1. satisfy the requirement for a summative assessment
  2. assign a grade that reflects students' entering knowledge
  3. identify prior knowledge and misconceptions to guide planning Correct answer.
  4. rank students from highest to lowest achiever

Explanation

Pre-assessment is used to reveal what students already know and where misconceptions lie so that instruction can be adjusted. It is not intended to produce grades or rankings.

Question 30Designing Instruction and Assessment to Promote Student Learning

Which objective asks students to work at the highest level of cognitive demand?

  1. Students will list the parts of a plant cell.
  2. Students will describe the function of a plant cell's parts.
  3. Students will design an experiment about plant responses to light. Correct answer.
  4. Students will define the term chloroplast.

Explanation

Designing an experiment requires students to create and apply knowledge, which is a higher-order cognitive demand. Listing and defining require recall, and describing requires comprehension.

Question 31Designing Instruction and Assessment to Promote Student Learning

A test that reports whether each student has mastered a defined set of grade-level standards is best described as

  1. an aptitude test
  2. a criterion-referenced test Correct answer.
  3. a norm-referenced test
  4. a diagnostic intelligence test

Explanation

Criterion-referenced tests interpret performance against a defined standard or set of skills. Norm-referenced tests compare students with one another rather than with a mastery criterion.

Question 32Designing Instruction and Assessment to Promote Student Learning

Which statement best describes a norm-referenced score?

  1. It compares a student's performance with that of a similar group of peers. Correct answer.
  2. It reports the percentage of items a student answered correctly.
  3. It describes the specific skills a student has not yet mastered.
  4. It indicates whether a student met a predetermined performance standard for the grade level.

Explanation

Norm-referenced scores interpret a student's performance relative to a comparison group. Criterion-referenced scores, by contrast, indicate whether a standard was met.

Question 33Designing Instruction and Assessment to Promote Student Learning

An item analysis shows that a multiple-choice item was answered correctly by 95 percent of students, including those who scored lowest on the test overall. The most likely interpretation is that the item

  1. is too easy and does not discriminate among students Correct answer.
  2. has a negative correlation with total test score
  3. is too difficult and should be rewritten
  4. is an excellent measure of the tested concept

Explanation

A very high percentage correct combined with success by low-scoring students indicates the item is very easy and provides little discrimination. It does not supply useful information about differences in achievement.

Question 34Designing Instruction and Assessment to Promote Student Learning

A holistic rubric differs from an analytic rubric mainly in that a holistic rubric

  1. reports student performance relative to a national sample of test takers
  2. assigns one overall score based on the total impression of the work Correct answer.
  3. is used only for multiple-choice tests
  4. lists separate criteria with a score for each one

Explanation

A holistic rubric gives a single overall judgment of a performance or product. An analytic rubric breaks the work into separate criteria and scores each one.

Question 35Designing Instruction and Assessment to Promote Student Learning

A teacher asks students to collect drafts, revisions, and final products across the semester and to reflect on their growth. This practice is best described as

  1. a norm-referenced measure
  2. a standardized achievement test
  3. an aptitude screening
  4. portfolio assessment Correct answer.

Explanation

A portfolio is a purposeful collection of student work over time that documents growth and includes reflection. It is an alternative assessment rather than a standardized or norm-referenced measure.

Question 36Designing Instruction and Assessment to Promote Student Learning

A teacher presents a new concept through a diagram, a short video, and a verbal explanation. This practice most directly reflects which principle of Universal Design for Learning?

  1. providing multiple means of representation Correct answer.
  2. providing multiple means of action and expression
  3. reducing the rigor of the content
  4. providing multiple means of engagement

Explanation

Multiple means of representation involve presenting information in more than one format so that learners can access content in ways that fit them. Action and expression concern how students demonstrate learning; engagement concerns motivation.

Question 37Designing Instruction and Assessment to Promote Student Learning

A teacher regroups students each week based on the results of a short skills check. The main purpose of this practice is to

  1. ensure each group receives identical instruction
  2. reduce the number of assessments the teacher must give
  3. match instruction to current readiness for a skill Correct answer.
  4. keep groups stable so students feel secure

Explanation

Flexible grouping uses current evidence of readiness to form temporary groups so instruction can target specific needs. Groups change as students' skills develop.

Question 38Designing Instruction and Assessment to Promote Student Learning

When introducing a complex multistep procedure, a teacher first demonstrates the steps while thinking aloud, then has students complete problems with guidance, and finally assigns independent practice. The demonstration primarily serves to

  1. increase the amount of content covered in the lesson
  2. provide a summative measure of student learning
  3. assess students' prior knowledge of the procedure
  4. make expert thinking visible for novice learners Correct answer.

Explanation

Modeling with think-alouds makes expert reasoning explicit so novices can see how a procedure is carried out. Worked examples also help manage cognitive load before students practice independently.

Question 39Designing Instruction and Assessment to Promote Student Learning

Which instructional approach is most consistent with inquiry-based learning?

  1. Students memorize a list of terms and definitions for a quiz.
  2. Students pose questions, analyze data, and explain findings with evidence. Correct answer.
  3. The teacher provides the conclusion and students write it in their notebooks.
  4. The teacher lectures on a scientific principle and students take notes.

Explanation

Inquiry-based learning engages students in investigating questions, gathering and analyzing data, and constructing evidence-based explanations. The teacher facilitates rather than supplying conclusions.

Question 40Designing Instruction and Assessment to Promote Student Learning

In a jigsaw activity, each student becomes an expert on one segment of a text and then teaches that segment to peers in a home group. This structure primarily promotes

  1. competition among groups for a single reward
  2. interdependence in which each member's contribution is needed Correct answer.
  3. independent work without peer interaction
  4. teacher-centered review of the material

Explanation

Jigsaw creates positive interdependence because the group can succeed only if each member learns and shares a distinct segment. It also builds individual accountability through the teaching role.

Question 41Designing Instruction and Assessment to Promote Student Learning

A teacher wants students to examine their own reasoning about a controversial issue in a whole-class discussion. Which approach best supports this goal?

  1. The teacher assigns students to memorize the key vocabulary from the chapter
  2. The teacher administers a quiz covering the textbook's conclusion
  3. The teacher asks follow-up questions that require students to justify their reasoning Correct answer.
  4. The teacher reads the textbook's conclusion aloud while students copy it into their notes

Explanation

Open-ended follow-up questioning asks students to explain and defend their thinking, which promotes reasoning and reflection. Copying conclusions, quizzing, and memorizing vocabulary do not require students to examine their own arguments.

Question 42Designing Instruction and Assessment to Promote Student Learning

A teacher reviews benchmark results and notices that many students missed items on one specific subskill while performing well overall. The most appropriate next step is to

  1. assign the same benchmark again without instruction
  2. move on to the next unit because overall performance was strong
  3. reteach the entire year's curriculum to the class
  4. reteach the subskill and check for understanding Correct answer.

Explanation

Assessment data should lead to targeted instructional decisions. When a specific subskill is weak, focused reteaching followed by a check for understanding addresses the gap efficiently.

Question 43Designing Instruction and Assessment to Promote Student Learning

A student who learned to calculate the area of a rectangle uses the same procedure to estimate the amount of paint needed for a wall. This is best described as

  1. negative transfer
  2. a summative assessment of the procedure
  3. near transfer to a similar context Correct answer.
  4. rote recall of a formula

Explanation

Near transfer occurs when a skill learned in one setting is applied to a closely related situation. The paint problem requires applying the area procedure in a similar but practical context.

Question 44Designing Instruction and Assessment to Promote Student Learning

Before teaching a complex skill such as writing a persuasive essay, a teacher identifies the component subskills and orders them from simplest to most complex. This process is best described as

  1. curriculum compacting
  2. differentiated pacing
  3. task analysis Correct answer.
  4. item analysis

Explanation

Task analysis breaks a complex skill into its component parts and sequences them for instruction. Item analysis examines test-question statistics; curriculum compacting streamlines content for advanced learners.

Question 45Designing Instruction and Assessment to Promote Student Learning

A group of teachers meets to ensure that the skills taught in grade 3 build on grade 2 and prepare students for grade 4. This work is best described as

  1. horizontal alignment
  2. formative assessment
  3. norm-referenced scoring
  4. vertical alignment Correct answer.

Explanation

Vertical alignment coordinates curriculum and expectations across grade levels so that learning progresses coherently. Horizontal alignment refers to consistency within the same grade level or subject.

Question 46Designing Instruction and Assessment to Promote Student Learning

Which is the best example of an essential question for a unit?

  1. What year did the Civil War officially end in the United States?
  2. How should societies balance freedom and the common good? Correct answer.
  3. What are the three branches of the United States government?
  4. Who was the sixteenth president of the United States?

Explanation

Essential questions are open-ended and enduring, inviting inquiry and multiple defensible responses. Factual questions with single correct answers do not serve this function.

Question 47Designing Instruction and Assessment to Promote Student Learning

Which practice best supports effective pacing during a lesson?

  1. Extending the opening activity until all students arrive
  2. Skipping closure to cover more content
  3. Continuing a segment past its planned time whenever discussion is lively
  4. Posting a clear agenda and using brief transitions with signaled checkpoints Correct answer.

Explanation

Effective pacing uses a visible structure, efficient transitions, and checkpoints to keep instruction moving and protect time for closure. It balances responsiveness with the planned sequence.

Question 48Designing Instruction and Assessment to Promote Student Learning

A teacher gives students a checklist of criteria to use while reviewing their own draft before submitting it. This practice primarily supports

  1. students' self-monitoring and ownership of learning Correct answer.
  2. the teacher's ability to avoid providing feedback
  3. norm-referenced interpretation of the draft
  4. summative grading of the draft by peers

Explanation

Self-assessment with clear criteria builds students' capacity to monitor their own work and make revisions. It supports ownership and metacognition rather than replacing teacher feedback.

Question 49Designing Instruction and Assessment to Promote Student Learning

Which feature most clearly distinguishes project-based learning from a traditional end-of-unit project?

  1. The project is presented to an audience outside the classroom
  2. Students work collaboratively in groups to complete the project
  3. The project drives sustained inquiry and content learning Correct answer.
  4. The project is evaluated with a multi-criteria rubric

Explanation

In project-based learning the project is the vehicle for learning: it organizes sustained inquiry and content acquisition over time. A traditional end-of-unit project typically comes after instruction as a display of already-learned content.

Question 50Designing Instruction and Assessment to Promote Student Learning

A teacher writes both a content objective and a language objective for a science lesson. The language objective should primarily describe

  1. the academic language students will use to show learning Correct answer.
  2. the grade-level reading level of the textbook
  3. the accommodations the teacher will provide during testing
  4. the science content students will master by the end of the lesson

Explanation

A language objective specifies the language functions and vocabulary students need in order to access and demonstrate content learning. It complements rather than restates the content objective.