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FTCE PROFESSIONAL EDUCATION TEST
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FTCE PROFESSIONAL EDUCATION TEST
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FTCE PROFESSIONAL EDUCATION TESTreliability - answer- the consistency of a measurement over time and repeated
measurements
validity - answer- can be determined by comparing a test score against some separate
or independent observation of whatever is being measured
unbiased test - answer- a test that does not unfairly favor a particular group
standardized test - answer- a test that has been carefully constructed and field-tested
so that (ideally) it has a high degree of reliability and validity
mean - answer- determined by adding up all the scores and dividing this sum by the
total number of scores that were added
median - answer- the midpoint in a distribution of scores from highest to lowest
range - answer- the greatest score minus the least score in a set of scores; the simplest
measure of variability
standard deviation - answer- a measure of dispersion of a set of data values about the
mean of the data set
raw score - answer- the total number of correct responses on an assessment
z-score - answer- the distance in standard deviations from the mean of the scores on
the assessment; (raw score - mean) / standard deviation
percentile - answer- a value at or below which P percent of the data fall
quartile - answer- values that divide an ordered data set into four portions, each of
which contains approximately 1/4 of the data
stanine scores - answer- scores derived from percentiles; compare test performance
using nine intervals that are numbered 1 to 9
grade equivalent score - answer- used to describe student's performance in comparison
to the performance of an average student at a specified grade level
formative assessment - answer- occurs before and during instruction
,diagnostic assessment - answer- administered before instruction and are designed to
identify students' strengths and weaknesses (e.g., pre-tests, student interviews, learning
style inventories)
Florida School Readiness Uniform Screening System (SRUSS) - answer- requires that
new kindergarten students in Florida public schools be assessed for school readiness at
the beginning of the school year (ESI-K and DIBELS)
summative assessment - answer- most often used to determine students' academic
achievement in each class or course, often for the purpose of grades (e.g., student
projects, unit and chapter tests, standardized tests)
performance assessment - answer- same as authentic assessment; long been used in
assessment of music, art, drama, and physical education
process/product assessment - answer- same as authentic assessment; long been used
in science, math, social studies, and language arts
right-brain dominate - answer- (brain hemispheric orientation) This type of learner thinks
from whole to part; processes thought holistically; sees patterns and relationships;
prefers to see the big picture before small details;
what are the sensory modality strengths by which students learn - answer- auditory,
visual, tactile/kinesthetic
tactile/kinesthetic learner - answer- students who prefer to learn by touching objects, by
feeling shapes and texture, and by moving things around are
a student who is talkative, is a good storyteller, memorizes easily, is easily distracted,
and enjoys being in charge is ___ type of learner (auditory, visual, or tactile/kinesthetic)
- answer- auditory
a student who notices small details, has good spatial memory, enjoys drawing, likes
puzzles, has trouble remembering oral instructions is ____ type of learner (auditory,
visual, or tactile/kinesthetic) - answer- visual
a student who has good motor skills, avoids reading, and sometime appears immature
in behavior is ___ type of learner (auditory, visual, or tactile/kinesthetic) - answer-
tactile/kinesthetic
what are some ways to accommodate an auditory learner - answer- read directions
orally, use repetition, have learners read aloud, have learners act as peer tutors, use
group activities
what are some ways to accommodate an visual learner - answer- use graphic aids, use
videos and power point, use models and demos, use memory and concentration
,games, play "what's missing?" games, use puzzles and art activities, provide time for
independent work
what are some ways to accommodate an tactile/kinesthetic learner - answer- hands on
activities, manipulatives, outdoor activities, role playing, associate concepts with
movement activities
field independent - answer- learners who have the ability to perceive objects without
being influenced by the background are (field dependent or field independent)
this type of learner processes information in parts, might focus on specific parts rather
than see the whole, passive in social situations - answer- field independent
this type of learner tends to be less influenced by peers, likes working alone, chooses
fields like math, science, and engineering - answer- field independent
this type of learner processes information holisticlly, has difficulty separating specific
parts from a situation or pattern, able to see relational concepts - answer- field
dependent
this type of learner is active in social situations, tend to be influenced by suggestions
from others, likes to work in groups, chooses fields requiring interpersonal, nonscientific
orientation, such as history, art, or social work - answer- field dependent
teacher who plan social events for students should keep in mind that field ____ learners
are likely to be passive during the event (dependent or independent) - answer-
independent
using manipulatives would appeal to ___ (concrete, abstract) learners. - answer-
concrete
true-false: working in a restricted environment would be difficult for an abstract-random
learner - answer- false
Howard Gardner - answer- Proposed the theory of multiple intelligences
how many multiple intelligences are there - answer- 8
having students create a human graph will appeal to ___ intelligence. - answer-
bodily/kenesthic
drawing a map of the setting of a story will appeal to ___ intelligence - answer-
visual/spatial
Students with strong ___ intelligence will enjoy group activities - answer- interpersonal
, students with strong ___ intelligence tend to think in images rather than in words or
sounds - answer- visaul/spatial
students who are able to recognize musical and rhythmic patterns and sounds have ___
intelligence - answer- muscial/rhythmic
Students who would rather work with patterns or solve problems have ___ intelligence -
answer- logical-mathematical
students who would understand and work in the natural world have ___ intelligence -
answer- naturalistic
students who have the ability to think about issues of ultimate reality have ___
intelligence - answer- existential
locus of control - answer- ___ reflects the degree to which students feel they have
power over forces in their lives
students with ___ believe that events they experience are under their own control -
answer- internal locus of control
students with ___ believe they are under the control of other people or forces outside
themselves - answer- external locus of control
Students with a strong sense of ___ are more likely to challenge themselves with
difficult tasks and be intrinsically motivated. - answer- efficacy
self-efficacy - answer- ___ is the belief in one's capabilities to achieve a goal or an
outcome.
a students who says "I failed the test because there were a lot of trick questions on it"
likely has an ___ locus of control - answer- external
true-false: whole group instruction usually works well in mixed-ability classes - answer-
false
true-false: it is appropriate for students to be given responsibility for their own learning -
answer- true
true-false: ethnocentrism, much like multiculturalism, is inclusive - answer- false,
ethnocentrism is divisive because it is exclusive
Teachers should be prepared to expect differences ___ a group as well as between
groups - answer- within
true-false: In the short run, learning styles are resistant to change - answer- true
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