All about the Microsoft 62-193 Exam
As mentioned earlier, Microsoft 62-193 is the associated test for the Microsoft Certified Educator certification. This is given to gauge your competencies in global technology to ensure mastery in providing a profound and personalized learning experience for students. Henceforth, the exam is highly recommended for in-training teachers, educational administrators, college educators, or professionals who want to be adept and practical in the teaching field.
Microsoft reiterates that 62-193 exam is meant to assess how an individual applies core technology tools into the relevant domains: student collaboration, skilled communication, self-regulation, innovation, real-world problem solving, and ICT, among the rest. Therefore, clearing this test is not just about your proficiency in key instruments but rather on the application of your abilities.
Priced at $127, the exam is a proctored type of assessment. There is no definite number of questions as well as the exact type of items to be used. So, if you want to ace the test, you need to be adept at everything. And this is where proven study resources come in handy.
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Exam Structure and Content
The exam is available in Turkish, French, German, Simplified Chinese, Russian, Japanese, Portuguese, and Polish. You will have to deal with about 60 questions that can be in various formats. The types of questions that are known to appear in this certification test include multiple choice, best answer, drag and drop, hot area, build list, and short answer. The time allocated for each candidate is 180 minutes. You need to be ready to score at least 700 points to pass the exam. The fee is $127.
Reference: https://www.microsoft.com/en-pk/learning/exam-62-193.aspx
Microsoft 62-193 Exam Syllabus Topics:
| Topic | Details |
|---|---|
Facilitate Student Collaboration | |
| Determine the level to which a learning activity meets the rubric for collaboration | - prepare activities that enable students to work together, have a shared responsibility for deliverables, make decisions that are substantive and crucial to learning activity success, and work interdependently. - analyze, evaluate, design, and manage the learning environment to facilitate student collaboration, given a set of resources available in a classroom. - virtual environment; physical environment; software tools available. |
Facilitate Skilled Communication | |
| Modify a learning activity to meet the rubric for the highest level of skilled communication | - prepare activities that enable students to create product deliverables that convey a set of connected ideas, are multimodal, require supporting evidence, and are designed for a specific audience. |
| Evaluate student product examples to determine the level to which they meet the skilled communication rubric | - evaluate student product examples on the use of connected ideas, multimodal approach, supporting evidence, and design for a specific audience. |
Facilitate Knowledge Construction | |
| Determine the level to which a learning activity meets the knowledge construction rubric | - prepare interdisciplinary activities that enable students to apply knowledge in a new context |
| Transform a didactic learning situation into an activity that requires students to apply knowledge in a new context that facilitates interdisciplinary learning | - prepare activities that enable students to spend their time and effort developing knowledge that is new to them and participate in interdisciplinary learning activities. |
Facilitate Self-Regulation | |
| Determine the level to which a learning activity meets the rubric for self-regulation | - prepare long-term activities that enable students to plan their own work and revise work based on feedback. |
| Determine which opportunities facilitate an environment of self-regulation | - provide students with opportunities to set their learning goals, decide on the best strategies to achieve these goals, and monitor to see if these strategies are working. |
Facilitate Real World Problem Solving and Innovation | |
| Determine the level to which a learning activity meets the rubric for real world problem solving | - prepare activities that enable students to develop a solution to a problem that is new to them, complete a task that they have not been instructed how to do, or design a complex product that meets a set of requirements. |
| Select a strategy to encourage students to problem-solve, innovate, and apply a solution that benefits others in the real world | - develop learning objectives that involve real-world issues. |
Facilitate Student use of Information and Communication Tools (ICT) | |
| Determine the level to which a learning activity meets the rubric for use of ICT learning | - prepare activities that enable students’ use of ICT to support knowledge construction; address the needs of diverse learners. |
| Fulfill student learning outcomes by using Microsoft technology tools | - identify the skills required to implement the resources. |
| Select the best ICT resource to help resolve or manage the logistical challenges of reaching the desired educational outcome | - Lab configuration issues; shared computers; BYOD. |
Use ICT to be an Effective Educator | |
| Determine which ICT resource supports a specified educational outcome | - evaluate a learning activity; rate the appropriateness of specific ICT resources; address the diverse needs of all learners. |
| Determine the appropriate pedagogical approach to meet an educational outcome using ICT resources | - planned vs. unplanned situations; appropriate performances of understanding; different learning styles. |
| Select an appropriate ICT resource to reach a professional development goal | - improve productivity; time management skills. |
| Evaluate responses to a scenario involving Digital Citizenship | - internet safety; security issues; cyber-bullying; digital footprint; privacy issues; communication forums; acceptable use. |
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