FTCE Professional Education Test (083)
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1. reliability: the consistency of a measurement over time and repeated measurements
2. validity: can be determined by comparing a test score against some separate or independent observation of
whatever is being measured
3. unbiased test: a test that does not unfairly favor a particular group
4. standardized test: a test that has been carefully constructed and field-tested so that (ideally) it has a high
degree of reliability and validity
5. mean: determined by adding up all the scores and dividing this sum by the total number of scores that were
added
6. median: the midpoint in a distribution of scores from highest to lowest
7. range: the greatest score minus the least score in a set of scores; the simplest measure of variability
8. standard deviation: a measure of dispersion of a set of data values about the mean of the data set
9. raw score: the total number of correct responses on an assessment
10. z-score: the distance in standard deviations from the mean of the scores on the assessment; (raw score - mean)
/ standard deviation
11. percentile: a value at or below which P percent of the data fall
12. quartile: values that divide an ordered data set into four portions, each of which contains approximately 1/4 of
the data
13. stanine scores: scores derived from percentiles; compare test performance using nine intervals that are
numbered 1 to 9
14. grade equivalent score: used to describe student's performance in comparison to the performance of
an average student at a specified grade level
15. formative assessment: occurs before and during instruction
16. diagnostic assessment: administered before instruction and are designed to identify students'
strengths and weaknesses (e.g., pre-tests, student interviews, learning style inventories)
17. Florida School Readiness Uniform Screening System (SRUSS): 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)
18. summative assessment: 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)
19. performance assessment: same as authentic assessment; long been used in assessment of music, art,
drama, and physical education
, FTCE Professional Education Test (083)
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20. process/product assessment: same as authentic assessment; long been used in science, math, social
studies, and language arts
21. instructionally embedded assessment: (aka teacher observation) uses systematic observational
methods along with checklists, interviews, and questioning while students are engaged in learning activities
22. critical and creative thinking: higher level thinking skills that Florida students need in all subject areas
and as preparation for everyday life, including the world of work
23. critical thinking: the mental process of making reasoned judgments and reaching objective conclusions
by analyzing, organizing, comparing, synthesizing, logically examining, challenging, and evaluating assumptions and
evidence
24. creative thinking: the mental process of generating new ideas, recognizing and finding solutions to
problems, and making informed decisions
25. divergent questions: open-ended questions that allow many correct responses (good)
26. convergent questions: closed-ended questions that have a limited number of correct responses (bad)
27. Bloom's taxonomy: higher order thinking skills: knowledge, comprehension, application, analysis, syn-
thesis, and evaluation
28. knowledge level thinking: involves recalling or remembering information
29. comprehension level thinking: involves making interpretations of previously learned material
30. application level thinking: involves applying knowledge to produce a result
31. analysis level thinking: involves subdividing knowledge to show how it fits together
32. synthesis level thinking: involves putting together ideas or elements to form a whole
33. evaluative level thinking: involves judging the quality of an idea or solution
34. brainstorming: a teaching strategy in which students generate ideas around a specific topic of interest
35. deductive reasoning: the process of using an accepted rule to draw a conclusion about a specific example
36. inductive reasoning: the process of drawing a general conclusion based on one or more examples
37. logical reasoning: the higher level thinking processes that are used to make decisions or draw conclusions
38. syllogistic reasoning: a form of deductive reasoning consisting of a major premise, a minor premise, and
a conclusion
39. cognitive complexity: the level of cognitive demand associated with test items
40. cognitive complexity classification: low complexity (recall, identify, locate, recognize); moderate
complexity (demonstrate comprehension); high complexity (demonstrate the use of higher order thinking skills
including abstract reasoning
, FTCE Professional Education Test (083)
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41. The Natural Approach (ESOL): students acquire a new vocabulary through experiences and associ-
ations with words because the words are used in meaningful ways and contexts.
42. Cognitive Academic Language Learning Approach (CALLA): assists the students in
the transition from a language arts program in which the content is made comprehensible through the use of ESOL
strategies
43. Scaffolding (ESOL): students should be provided with steps of learning that allow for consolidation and
success.
44. Performance-based Assessment: Allows students to use higher-level thinking skills to apply, ana-
lyze, synthesize, and evaluate ideas and data
45. Metacognition: A term used to describe what, how, and why people know what they know when they know
it.
46. diversity: knowledge of cultural, linguistic, and learning style differences and how these differences affect the
classroom practice and student learning
47. ethnocentrism: the natural tendency to view one's own cultural or familial ways of doing things as best and
most acceptable
48. phonemic awareness: the ability to notice, think about, and work with the individual sounds in spoken
words
49. phonemes: sounds of words; the smallest parts of sound in a spoken word; the "c" sound in cat
50. phonics: teaches the students the relationship between the letters of written language and their individual
sounds of spoken language
51. learning styles: is the manner in which an individual perceives and processes information in learning
situations
52. environmental setting: the ___ in which learning opportunities are presented includes room temp,
lighting, noise level, and seating
53. personal characteristics: ____ of the learner includes motivation, persistence, responsibility, and
preference with regard to structure
54. social setting: the ___ in which learning opportunities are presented includes grouping arrangement and
teacher interaction patterns
55. physiological factors: ___ that impact the learner includes modality preference, food/drink intake, time
of day, and mobility opportunities
56. psychological characteristics: ____ of the student influence the student's ability to learn and include
impulsivity/reflectivity inclination and brain hemisphericity
Study online at https://quizlet.com/_qtzi0
1. reliability: the consistency of a measurement over time and repeated measurements
2. validity: can be determined by comparing a test score against some separate or independent observation of
whatever is being measured
3. unbiased test: a test that does not unfairly favor a particular group
4. standardized test: a test that has been carefully constructed and field-tested so that (ideally) it has a high
degree of reliability and validity
5. mean: determined by adding up all the scores and dividing this sum by the total number of scores that were
added
6. median: the midpoint in a distribution of scores from highest to lowest
7. range: the greatest score minus the least score in a set of scores; the simplest measure of variability
8. standard deviation: a measure of dispersion of a set of data values about the mean of the data set
9. raw score: the total number of correct responses on an assessment
10. z-score: the distance in standard deviations from the mean of the scores on the assessment; (raw score - mean)
/ standard deviation
11. percentile: a value at or below which P percent of the data fall
12. quartile: values that divide an ordered data set into four portions, each of which contains approximately 1/4 of
the data
13. stanine scores: scores derived from percentiles; compare test performance using nine intervals that are
numbered 1 to 9
14. grade equivalent score: used to describe student's performance in comparison to the performance of
an average student at a specified grade level
15. formative assessment: occurs before and during instruction
16. diagnostic assessment: administered before instruction and are designed to identify students'
strengths and weaknesses (e.g., pre-tests, student interviews, learning style inventories)
17. Florida School Readiness Uniform Screening System (SRUSS): 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)
18. summative assessment: 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)
19. performance assessment: same as authentic assessment; long been used in assessment of music, art,
drama, and physical education
, FTCE Professional Education Test (083)
Study online at https://quizlet.com/_qtzi0
20. process/product assessment: same as authentic assessment; long been used in science, math, social
studies, and language arts
21. instructionally embedded assessment: (aka teacher observation) uses systematic observational
methods along with checklists, interviews, and questioning while students are engaged in learning activities
22. critical and creative thinking: higher level thinking skills that Florida students need in all subject areas
and as preparation for everyday life, including the world of work
23. critical thinking: the mental process of making reasoned judgments and reaching objective conclusions
by analyzing, organizing, comparing, synthesizing, logically examining, challenging, and evaluating assumptions and
evidence
24. creative thinking: the mental process of generating new ideas, recognizing and finding solutions to
problems, and making informed decisions
25. divergent questions: open-ended questions that allow many correct responses (good)
26. convergent questions: closed-ended questions that have a limited number of correct responses (bad)
27. Bloom's taxonomy: higher order thinking skills: knowledge, comprehension, application, analysis, syn-
thesis, and evaluation
28. knowledge level thinking: involves recalling or remembering information
29. comprehension level thinking: involves making interpretations of previously learned material
30. application level thinking: involves applying knowledge to produce a result
31. analysis level thinking: involves subdividing knowledge to show how it fits together
32. synthesis level thinking: involves putting together ideas or elements to form a whole
33. evaluative level thinking: involves judging the quality of an idea or solution
34. brainstorming: a teaching strategy in which students generate ideas around a specific topic of interest
35. deductive reasoning: the process of using an accepted rule to draw a conclusion about a specific example
36. inductive reasoning: the process of drawing a general conclusion based on one or more examples
37. logical reasoning: the higher level thinking processes that are used to make decisions or draw conclusions
38. syllogistic reasoning: a form of deductive reasoning consisting of a major premise, a minor premise, and
a conclusion
39. cognitive complexity: the level of cognitive demand associated with test items
40. cognitive complexity classification: low complexity (recall, identify, locate, recognize); moderate
complexity (demonstrate comprehension); high complexity (demonstrate the use of higher order thinking skills
including abstract reasoning
, FTCE Professional Education Test (083)
Study online at https://quizlet.com/_qtzi0
41. The Natural Approach (ESOL): students acquire a new vocabulary through experiences and associ-
ations with words because the words are used in meaningful ways and contexts.
42. Cognitive Academic Language Learning Approach (CALLA): assists the students in
the transition from a language arts program in which the content is made comprehensible through the use of ESOL
strategies
43. Scaffolding (ESOL): students should be provided with steps of learning that allow for consolidation and
success.
44. Performance-based Assessment: Allows students to use higher-level thinking skills to apply, ana-
lyze, synthesize, and evaluate ideas and data
45. Metacognition: A term used to describe what, how, and why people know what they know when they know
it.
46. diversity: knowledge of cultural, linguistic, and learning style differences and how these differences affect the
classroom practice and student learning
47. ethnocentrism: the natural tendency to view one's own cultural or familial ways of doing things as best and
most acceptable
48. phonemic awareness: the ability to notice, think about, and work with the individual sounds in spoken
words
49. phonemes: sounds of words; the smallest parts of sound in a spoken word; the "c" sound in cat
50. phonics: teaches the students the relationship between the letters of written language and their individual
sounds of spoken language
51. learning styles: is the manner in which an individual perceives and processes information in learning
situations
52. environmental setting: the ___ in which learning opportunities are presented includes room temp,
lighting, noise level, and seating
53. personal characteristics: ____ of the learner includes motivation, persistence, responsibility, and
preference with regard to structure
54. social setting: the ___ in which learning opportunities are presented includes grouping arrangement and
teacher interaction patterns
55. physiological factors: ___ that impact the learner includes modality preference, food/drink intake, time
of day, and mobility opportunities
56. psychological characteristics: ____ of the student influence the student's ability to learn and include
impulsivity/reflectivity inclination and brain hemisphericity
