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Educational Psychologist Attestation (Ukraine)

Practice Questions30 questions

Exam Review

Key Facts: Teacher Attestation Exam

Order 805

Statutory attestation procedure; current consolidated revision 24 April 2026

MoES Order 805

Order 1225

School-teacher professional standard approved 29 August 2024

MoES teacher professional standard

150 hours

General-secondary five-year CPD minimum; route-specific provisions also apply

Order 805, order clause 3(5) and regulation section I

Ukrainian

Confirmed public-sector working language

Law 2704-VIII, Articles 12 and 13

Practice teaching judgments through 30 independent English MCQs on lesson design, assessment, inclusion, partnership and reflection. Official attestation is a commission assessment under Order 805, with no national timed MCQ paper.

Sample Teacher Attestation Practice Questions

Try these sample questions to review concepts for the Teacher Attestation exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 30+ question experience with AI tutoring.

1Which lesson outcome most clearly reflects competency-based teaching for a general secondary school class?

A.Pupils copy the definition of a reliable source into their notebooks

B.Pupils identify which chapter contains the definition of a reliable source

C.Pupils compare two unfamiliar sources and justify which is more reliable

D.Pupils report how long they spent reading about reliable sources

Explanation: Competency-based teaching includes applying knowledge and reasoning in meaningful situations. Comparing unfamiliar sources and justifying a choice makes the intended skill observable, while copying or reporting time does not demonstrate that application.

2A teacher is preparing an online lesson for pupils using different devices and with varying connectivity. Which design best supports access to the intended learning?

A.Use one high-resolution video as the sole source of instructions

B.Provide clear text instructions, accessible media alternatives and a low-bandwidth route to the task

C.Require live video attendance as the only way to receive the task

D.Add more multimedia elements without checking whether they function on pupils' devices

Explanation: Information-digital competence includes choosing resources that fit learners' needs and conditions. Accessible alternatives and a usable low-bandwidth route preserve the learning purpose when a single technical format would create barriers.

3A class is learning to justify a scientific claim. Some pupils can explain orally but struggle with writing; others write fluently but give weak evidence. Which differentiated plan best preserves the shared learning goal?

A.Give every pupil the same unstructured written task and use completion speed as the criterion

B.Replace justification with factual recall for everyone who writes slowly

C.Provide a complete argument for all pupils to copy accurately

D.Offer appropriate expression supports while requiring each pupil to connect a claim with evidence

Explanation: Differentiation should address barriers while preserving the intended outcome where appropriate. Expression supports can help pupils demonstrate justification, but removing the reasoning requirement or supplying the complete argument prevents evidence of that competence.

4A lesson objective asks pupils to evaluate competing historical explanations. Activities rehearse facts, and the final task asks only for dates. What is the most useful revision?

A.Include guided comparison of explanations and an assessment requiring judgments supported by historical evidence

B.Keep the tasks but label the final date quiz 'evaluation'

C.Increase the number of dates so the quiz becomes more demanding

D.Assess pupils' confidence about history instead of their judgments

Explanation: The activities and assessment need to elicit the reasoning specified in the learning objective. More difficult recall is still recall; guided practice followed by evidence-based evaluation provides a coherent route to the intended outcome.

5Pupils initially need a worked example and prompts to solve a new type of problem. Which next step best uses instructional scaffolding?

A.Keep every prompt unchanged regardless of subsequent performance

B.Remove all support immediately after showing the example once

C.Reduce prompts as evidence shows pupils can take over the reasoning

D.Replace pupils' attempts with teacher-completed answers to prevent errors

Explanation: Scaffolding provides temporary assistance that responds to learners' developing independence. Checking performance helps the teacher decide when to reduce support without either creating dependence or withdrawing help prematurely.

6A pupil cites a widely shared online claim in a class project. Which teacher response most directly develops information literacy?

A.Accept the claim because it appears on several social media accounts

B.Ask the pupil to trace the source, examine supporting evidence and compare credible accounts

C.Reject the claim solely because it was found online

D.Judge the claim by the professional appearance of the website

Explanation: Information literacy requires evaluating provenance and evidence rather than popularity or appearance. Tracing the original source and checking independent credible accounts helps pupils distinguish repeated claims from substantiated information.

7Which use of a short classroom check makes it formative assessment?

A.Use responses to identify misunderstandings and adjust the next learning steps

B.Record scores but continue the original plan without reviewing responses

C.Use results only to rank pupils at the end of the year

D.Count completed responses as proof that every pupil mastered the topic

Explanation: Assessment is formative when evidence is used to guide subsequent teaching and learning. The length or format of a task does not establish its purpose; the response to the evidence matters.

8Which feedback comment gives a pupil the clearest next step for improving an argument?

A.'This is better than several classmates' work.'

B.'You need to make a greater effort next time.'

C.'Your argument has potential.'

D.'Your claim is clear; add evidence for the second reason and explain how it supports the claim.'

Explanation: Useful feedback refers to the learning criteria and specifies an actionable improvement. Identifying the clear claim and the missing evidence helps the pupil decide what to revise rather than merely how to feel about the work.

9Before teaching fractions, a diagnostic task shows that many pupils confuse equal parts with any collection of pieces. What should the teacher do with this evidence?

A.Treat the result as a permanent measure of mathematical ability

B.Proceed unchanged because the task occurred before formal instruction

C.Plan activities that expose and address the equal-parts misconception, then check understanding again

D.Give only more exercises requiring fraction symbols without discussing the representations

Explanation: Diagnostic evidence helps identify what upcoming instruction needs to address. Targeted work with representations and a later check can show whether pupils understand equal parts, rather than merely reproduce notation.

10Which activity best develops meaningful self-assessment before pupils submit a written explanation?

A.Ask pupils to predict the teacher's mark without checking the work

B.Ask pupils to compare their explanation with shared criteria, identify evidence and revise a gap

C.Ask pupils to count pages as the sole indicator of quality

D.Ask pupils to copy the strongest classmate's self-rating

Explanation: Self-assessment involves judging one's work against understood criteria and using the judgment to improve it. Requiring evidence and a revision develops reflective control over learning rather than simple grade prediction.

About the Teacher Attestation Exam

Independent practice by OpenExamPrep for Ukraine's school teacher attestation within Атестація педагогічних працівників. Study selected competencies in Вчитель закладу загальної середньої освіти, approved by MoES Order 1225 of 29 August 2024. This is an English-language MCQ study adaptation, not an official translation or a simulation of the assessment format or language environment. It does not replace classroom teaching, required documentation, evidence submission or commission assessment.

Exam sponsor: Institutional and education-authority attestation commissions under Ministry of Education and Science of Ukraine rules. The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Statutory commission assessment under Article 50 and MoES Order 805. Competencies are assessed against job duties and the applicable professional standard. Practical-experience study is discretionary, meeting attendance and questions are conditional, and additional achievement evidence is voluntary. No universal mandatory written paper, oral exam, case assignment or prescribed portfolio is established.

Time Limit

No fixed timed examination sitting is specified; the responsible commission publishes its schedule.

Passing Score

Commission decisions on suitability, qualification category and pedagogical title; no national numeric pass mark is specified.

Exam / Certification Fees

No national examination fee schedule identified in the reviewed official sources; confirm applicable costs with the responsible commission.

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Law of Ukraine On Education, Articles 50 and 51 · Source checked 2026-10-23Establishes statutory attestation and separate voluntary certification; regular attestation normally at least once in five years.
MoES Order 805: Regulation on Attestation of Pedagogical Workers · Source checked 2026-10-23Consolidated revision of 24 April 2026. Documents, competency assessment, category routes and exceptions; order clause 3(5) specifies the general-secondary CPD minimum. No national MCQ paper or weighted blueprint.
MoES published 2024 attestation regulation text · Source checked 2026-10-23Additional readable primary text for commission powers, voting, voluntary achievement evidence and competency assessment. This predates the 2026 amendments; use the current consolidated procedure for current detailed rules.
2026 amendments to Order 805 · Source checked 2026-10-23Order 445 of 13 March 2026, with subsequent corrections; use the consolidated text for detailed routes and exceptions.
Вчитель закладу загальної середньої освіти — MoES Order 1225 of 29 August 2024 · Source checked 2026-10-23PDF pages 9–16: subject, methodological and digital competencies; 17–23: psychological, emotional and partnership competencies; 24–29: inclusion and safety; 30–33: planning, organization and assessment; 33–35: professional development. Study allocation is independent and selective, not an official weighted blueprint.
Law 2704-VIII on the Ukrainian State Language, Articles 12 and 13 · Source checked 2026-10-23Confirms Ukrainian for public-sector institutional work, meetings and relevant records. This does not establish an exhaustive list of private-sector or accommodation options.

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

6 of 30 practice questions

Curriculum and Teaching Methods

Outcomes, differentiation, scaffolding and digital literacy.

6 of 30 practice questions

Assessment and Feedback

Formative and diagnostic decisions, feedback and evidence of progress.

6 of 30 practice questions

Inclusive and Safe Learning Environments

Accessible materials, adaptations and coordinated participation.

6 of 30 practice questions

Pedagogical Partnership and Ethics

Pupil agency, family dialogue, integrity and professional boundaries.

6 of 30 practice questions

Professional Development and Reflection

Learning needs, evidence selection, collegial inquiry and evaluation of practice.

Preparing for the Teacher Attestation Exam

What You Need to Know

Passing score: Commission decisions on suitability, qualification category and pedagogical title; no national numeric pass mark is specified.
Assessment: Statutory commission assessment under Article 50 and MoES Order 805. Competencies are assessed against job duties and the applicable professional standard. Practical-experience study is discretionary, meeting attendance and questions are conditional, and additional achievement evidence is voluntary. No universal mandatory written paper, oral exam, case assignment or prescribed portfolio is established.
Time limit: No fixed timed examination sitting is specified; the responsible commission publishes its schedule.
Exam / certification fees: No national examination fee schedule identified in the reviewed official sources; confirm applicable costs with the responsible commission. Official sources

Using Our Practice Resources

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Teacher Attestation: Suggested Study Strategy

1Identify the intended learning outcome before choosing an activity or an assessment.

2Use feedback to guide a concrete revision and check whether it helps learning.

3Distinguish an access adaptation from a change to the intended learning outcome.

4Include pupil and family perspectives while keeping professional boundaries and privacy safeguards.

5Evaluate teaching with relevant, sufficiently comparable evidence rather than relying only on marks or favorable comments.

Frequently Asked Questions

Is teacher attestation the same as voluntary certification?

No. Атестація педагогічних працівників is statutory attestation under Article 50 of the Law On Education. Article 51 establishes a separate voluntary certification route. Its test specifications must not be presented as the format of periodic attestation.

What does the commission assess?

Order 805 provides for document examination and evaluation of professional competencies against job duties and the applicable standard. Study of practical experience is discretionary. Additional achievement evidence is voluntary; a universal written paper, oral examination, case assignment or prescribed portfolio is not established.

What is the official assessment language?

Ukrainian is confirmed for the public-sector institutional setting by Articles 12 and 13 of Law 2704-VIII. The registry records uk only. No official English sitting or translation is established by the sources reviewed; private-sector and accommodation options are not exhaustively verified.

Are these questions an official format simulation?

No. This is an independent English-language MCQ study adaptation by OpenExamPrep. It is not an official translation or a simulation of the format or language environment and does not replace classroom teaching, required documents, evidence submission or commission review.

How were the practice topics allocated?

We allocated six questions to each of five study clusters covering selected competencies from the 2024 school-teacher standard. This is an independent allocation, not an official percentage blueprint or a claim of complete coverage of every competency.

Who is eligible and what professional development is required?

Attestation concerns serving pedagogical workers, with qualification and category-specific education and experience rules, exceptions and protected routes. For general secondary education, Order 805 specifies a minimum of 150 hours or 5 ECTS credits over five years. The current provisions for the worker's particular route, including extraordinary attestation, must also be checked.