OAE APK Practice Questions (2026) — Free Sample Questions with Answers

Answer: A

"You kept trying new strategies until one worked—that persistence paid off.": Correct. Specific feedback that credits effort and strategy use builds a belief that success comes from actions the student controls.

"You're so smart; problems like this one are always easy for you.": Praising fixed ability can make students avoid challenges that might threaten the 'smart' label.

"Great job! Here is a sticker for getting the right answer today.": Generic praise plus an extrinsic reward says nothing about what led to success.

"Finally! I knew you would get it if you just paid closer attention.": This implies the student was careless and undercuts the effort actually shown.

Praise the process (effort, strategies, persistence), not fixed traits; process feedback supports self-efficacy and a growth mindset.

Answer: D

Present the written algorithm first, then have students practice it: Starting with the abstract procedure skips the concrete experiences children in this stage need to make sense of regrouping.

Ask students to explain the rule using hypothetical reasoning: Hypothetical, abstract reasoning is typical of the formal operational stage (about age 11 and older), not of seven- and eight-year-olds.

Have students memorize the steps through repeated chanting: Rote memorization of steps produces little understanding of why regrouping works.

Use base-ten blocks so students physically trade a ten for ones: Correct. Children in the concrete operational stage (about ages 7–11) reason best with hands-on materials they can manipulate.

Piaget: concrete operational learners need hands-on models before abstract symbols; formal operational thinking emerges in adolescence.

Answer: A

Removal lets him escape writing, so it is reinforcing the behavior: Correct. The behavior occurs at the start of writing and ends with escape from the task; the increase shows the hallway is acting as negative reinforcement.

The hallway consequence is too mild, so a harsher one is needed: A harsher removal would still deliver the escape the student seems to want.

He wants peer attention, so classmates should be told to ignore him: The timing—only at writing tasks, ending with removal—points to escape, not attention.

The behavior is random and should be ignored until it fades: The behavior is patterned and is being reinforced, so it is not random.

Identify the function of a behavior (escape, attention, access, sensory) before choosing a response; a 'consequence' that removes a disliked task can strengthen the behavior.

Answer: D

Reliability, because the students' scores would differ on a retest: Nothing suggests the scores are inconsistent; the scores may be very consistent and still measure the wrong skill.

Objectivity, because the answer key may be applied unevenly: There is no indication of scoring problems; the issue is what the items measure.

Practicality, because the test takes too long to administer: Testing time is not the concern described in the scenario.

Validity, because reading ability is distorting the math scores: Correct. When construct-irrelevant skills such as reading level affect scores, the test does not accurately measure the intended math knowledge.

Validity asks whether a test measures what it is meant to measure; reliability asks whether it measures consistently.

Answer: C

Tell the principal, who will then decide whether to make a report: Telling an administrator may be district policy, but it does not satisfy the teacher's own legal duty to report.

Gather more evidence before contacting any outside agency: The legal standard is knowing or reasonably suspecting abuse; investigating is the agency's job, not the teacher's.

Immediately report to the children services agency or to police: Correct. Ohio Revised Code 2151.421 requires school employees to report suspected abuse or neglect immediately to the public children services agency or a peace officer.

Report only if the student asks the teacher for help directly: The duty to report does not depend on the child's request.

Teachers are mandated reporters: reasonable suspicion triggers an immediate report to children services or law enforcement.

Answer: D

Accept the request but limit the chats to school-related topics: Accepting a personal-account connection still blurs professional boundaries, whatever the topic.

Keep messaging privately, since the student clearly needs support: Private, personal communication with a student is a boundary violation, even with good intentions.

Ignore the messages and avoid mentioning them to anyone else: Ignoring a student who may be struggling, without involving support staff, fails the student.

Decline, use school-approved channels, and involve the counselor: Correct. The Code expects professional boundaries with students, including electronic communication; support staff can address the student's needs.

Maintain professional boundaries with students in person and online; use school-approved channels and refer personal concerns to appropriate staff.