TEXES PPR CONCEPTS AND TERMS
QUESTIONS AND ANSWERS
ability3grouping3-3ans-
A3type3of3grouping3where3students3are3placed3together3according3to3their3skill3
level,3in3high,3middle3or3low3groups.3The3TExES3exam3does3not3like3this3prac
tice3as3research3indicates3that3it3is3not3very3effective3and3has3some3negative3
consequences.
abstract3-3ans-Characterized3only3in3thought;3non-
concrete.3Considered3apart3from3concrete3existence.Not3applied3or3practical;3the
oretical.
active3engagement3-3ans-
Student3are3actively3participating3in3an3activity3in3a3meaningful,3hands-
on3way.3This3type3of3activity3is3more3likely3to3help3students3to3understand3an
d3remember3the3concept3or3lesson.
acitve3listening3-3ans-
Paying3close3attention3to3what3is3currently3being3said.3Often3the3listener3is3sile
ntly3making3mental3notes3and3focusing3on3not3just3the3content,3but3also3any3e
motional3content,3as3well,3and3connecting3what3is3being3said3to3prior3knowledg
e3and3experience.
age3appropriate3-3ans-
Instructional3lessons,3activities,3etc,3that3fit3the3development,3language3and3abilit
y3level3of3the3child.3This3is3not3necessarily3the3same3thing3as3developmentally
3appropriate,3since3a3child's3developmental3level3may3not3be3the3same3as3his/
her3age3level.
alternative3assessment3-3ans-
A3type3of3evaluation3other3than3a3conventional3test.3It3is3sometimes3used3with
3students3who3cannot3take3a3conventional3test3for3some3reason3or3for3whom3
a3conventional3test3is3not3an3accurate3assessment3of3their3knowledge3or3ability
.
analysis3-3ans-
Taking3knowledge3apart3to3understand3how3it3fits3together.3It3is3one3of3the3hig
her3order3thinking3skills.
,application3-3ans-Applying3or3using3what3is3known3to3solve3an3actual3problem.
Admission,3Review,3and3Dismissal3(ARD)3Committee3-3ans-
In3Texas3a3team3that3determines3a3student's3eligibility3for3special3education3ser
vices,3reviews3the3eligibility3on3a3regular3basis,3and3determines3an3appropriate3
individual3education3plan3for3the3student.
assessment3-3ans-
S3way3of3monitoring3progress;3the3act3of3testing,3determining3an3evaluation3of3
a3particular3skill3or3content3area;3includes3many3different3approaches3and3forma
ts,3formal,3informal3and3authentic3evaluation3procedures.
assimilation3(Piaget)3-3ans-
According3to3Piaget3this3is3the3process3of3fitting3new3ideas3or3concepts3into3e
xisting3ideas3or3concepts.3It3suggests3that3a3child3may3change3or3alter3what3h
e3perceives3in3the3outside3world3in3order3to3fit3his3internal3world.
authentic3assessment3-3ans-
Using3evaluations3procedures3that3measure3exactly3what3learning3has3occurred.
3It3literally3means3"real"3and3usually3consists3of3a3product3that3the3student3pro
duces3to3demonstrate3knowledge3or3mastery3of3a3skill.
autonomy3-3ans-
The3process3of3becoming3independent3and3regulating3one's3own3behavior.
Bloom's3Taxonomy3-3ans-
Proposed3by3Benjamin3Bloom3this3is3a3classification3tool3developed3to3categoriz
e3learning3from3low3level3thinking3to3very3high3level3thinking.
comprehension3-3ans-
Understanding3and3knowledge3something,3whether3it3is3a3concept,3content3infor
mation,3behavior,3etc.3It3is3often3used3in3relation3to3reading3(reading3comprehe
nsion)3to3indicate3that3a3reader3remembers3and3understands3what3was3read.3B
ut,3it3is3not3limited3exclusively3to3reading.
constructivism3-3ans-
An3instructional3approach3based3on3the3theory3on3the3idea3that3children3build3
understanding3by3an3active3learning3process.3Students3build3their3own3learning3
and3knowledge3by3exploration,3discovery3and3questioning.
content3validity3-3ans-
How3well3a3test3measures3what3is3was3designed3to3measure.
convergent3thinking3-3ans-
Involves3combining3or3joining3different3ideas3together3Based3on3elements3these
3ideas3have3in3common.3In3short,3it3means3putting3the3different3pieces3of3a3to
, pic3back3together3in3some3organized,3structured3and3understandable3fashion.3C
onvergent3thinking,3then,3is3an3essential3part3of3the3outlining3and3organizing3pr
ocess.
deductive3reasoning3-3ans-
The3process3of3thinking3from3general3terms3to3specific3terms;3framing3thinks3so
3as3to3eliminate3ideas3or3possibilities3one3by3one
English3as3a3Second3Language3(ESL)3-3ans-
A3program3for3teaching3the3English3language3to3children3whose3first3language3i
s3not3English,3although3in3practice3it3is3much3more3comprehensive3than3this3a
nd3includes3the3teaching3of3academic3content3to3students3with3limited3English3
proficiency.3It3involves3effective3instructional3strategies3for3teaching3English3to3n
on-native3speakers.
ethical3behavior3-3ans-
Acting3in3the3highest3moral3principles3and3values.3For3educators3in3Texas3it3m
eans3behavior3and3practices3that3conform3to3the3Texas3Educators'3Code3of3Eth
ics
evaluation3-3ans-
Critical3thinking3that3involves3making3and3supporting3judgments.3This3is3one3of
3the3higher3order3thinking3skills3in3Bloom's3Taxonomy.
extrinsic3motivation3-3ans-
Wanting3to3do3something,3behaving3in3a3certain3way3or3achieving3something3b
ecause3of3some3type3of3external3reward.3The3reward3could3be3something3tangi
ble,3i.e.3money,3food,3etc.3or3it3could3be3intangible,3i.e.3praise,3better3grade,3e
tc.
formal3assessment3-3ans-
Measuring3knowledge3or3skill3acquistion3by3means3of3a3standardized3test,3very
3often3using3a3commercially3published3test,3although3it3doesn't3have3to3be3co
mmercially3published3to3be3formal,3but3it3would3need3to3be3standardized.
formative3assessment3-3ans-
Monitoring3progress3before3and3during3learning3in3order3to3guide3any3necessary
3adjustments3and3the3pace3of3learning.3Formative3assessment3gives3teh3teache
r3inforamtion3regarding3how3well3students3are3understanding3a3particular3concep
t3or3skill3in3order3to3determine3the3effectiveness3of3the3instruction.3It3is3done3
on3an3ongoing3basis3during3instruction.
graphic3organizers3-3ans-
A3type3of3visual3displaly,3chart,3graphic,3etc.3that3helps3students3with3planning,
3organizing,3connecting,3engaging3and3evaluating3their3larning.3They3are3tools3t
hat3assist3teachers3and3students3in3the3learning3process.3They3take3many3form
QUESTIONS AND ANSWERS
ability3grouping3-3ans-
A3type3of3grouping3where3students3are3placed3together3according3to3their3skill3
level,3in3high,3middle3or3low3groups.3The3TExES3exam3does3not3like3this3prac
tice3as3research3indicates3that3it3is3not3very3effective3and3has3some3negative3
consequences.
abstract3-3ans-Characterized3only3in3thought;3non-
concrete.3Considered3apart3from3concrete3existence.Not3applied3or3practical;3the
oretical.
active3engagement3-3ans-
Student3are3actively3participating3in3an3activity3in3a3meaningful,3hands-
on3way.3This3type3of3activity3is3more3likely3to3help3students3to3understand3an
d3remember3the3concept3or3lesson.
acitve3listening3-3ans-
Paying3close3attention3to3what3is3currently3being3said.3Often3the3listener3is3sile
ntly3making3mental3notes3and3focusing3on3not3just3the3content,3but3also3any3e
motional3content,3as3well,3and3connecting3what3is3being3said3to3prior3knowledg
e3and3experience.
age3appropriate3-3ans-
Instructional3lessons,3activities,3etc,3that3fit3the3development,3language3and3abilit
y3level3of3the3child.3This3is3not3necessarily3the3same3thing3as3developmentally
3appropriate,3since3a3child's3developmental3level3may3not3be3the3same3as3his/
her3age3level.
alternative3assessment3-3ans-
A3type3of3evaluation3other3than3a3conventional3test.3It3is3sometimes3used3with
3students3who3cannot3take3a3conventional3test3for3some3reason3or3for3whom3
a3conventional3test3is3not3an3accurate3assessment3of3their3knowledge3or3ability
.
analysis3-3ans-
Taking3knowledge3apart3to3understand3how3it3fits3together.3It3is3one3of3the3hig
her3order3thinking3skills.
,application3-3ans-Applying3or3using3what3is3known3to3solve3an3actual3problem.
Admission,3Review,3and3Dismissal3(ARD)3Committee3-3ans-
In3Texas3a3team3that3determines3a3student's3eligibility3for3special3education3ser
vices,3reviews3the3eligibility3on3a3regular3basis,3and3determines3an3appropriate3
individual3education3plan3for3the3student.
assessment3-3ans-
S3way3of3monitoring3progress;3the3act3of3testing,3determining3an3evaluation3of3
a3particular3skill3or3content3area;3includes3many3different3approaches3and3forma
ts,3formal,3informal3and3authentic3evaluation3procedures.
assimilation3(Piaget)3-3ans-
According3to3Piaget3this3is3the3process3of3fitting3new3ideas3or3concepts3into3e
xisting3ideas3or3concepts.3It3suggests3that3a3child3may3change3or3alter3what3h
e3perceives3in3the3outside3world3in3order3to3fit3his3internal3world.
authentic3assessment3-3ans-
Using3evaluations3procedures3that3measure3exactly3what3learning3has3occurred.
3It3literally3means3"real"3and3usually3consists3of3a3product3that3the3student3pro
duces3to3demonstrate3knowledge3or3mastery3of3a3skill.
autonomy3-3ans-
The3process3of3becoming3independent3and3regulating3one's3own3behavior.
Bloom's3Taxonomy3-3ans-
Proposed3by3Benjamin3Bloom3this3is3a3classification3tool3developed3to3categoriz
e3learning3from3low3level3thinking3to3very3high3level3thinking.
comprehension3-3ans-
Understanding3and3knowledge3something,3whether3it3is3a3concept,3content3infor
mation,3behavior,3etc.3It3is3often3used3in3relation3to3reading3(reading3comprehe
nsion)3to3indicate3that3a3reader3remembers3and3understands3what3was3read.3B
ut,3it3is3not3limited3exclusively3to3reading.
constructivism3-3ans-
An3instructional3approach3based3on3the3theory3on3the3idea3that3children3build3
understanding3by3an3active3learning3process.3Students3build3their3own3learning3
and3knowledge3by3exploration,3discovery3and3questioning.
content3validity3-3ans-
How3well3a3test3measures3what3is3was3designed3to3measure.
convergent3thinking3-3ans-
Involves3combining3or3joining3different3ideas3together3Based3on3elements3these
3ideas3have3in3common.3In3short,3it3means3putting3the3different3pieces3of3a3to
, pic3back3together3in3some3organized,3structured3and3understandable3fashion.3C
onvergent3thinking,3then,3is3an3essential3part3of3the3outlining3and3organizing3pr
ocess.
deductive3reasoning3-3ans-
The3process3of3thinking3from3general3terms3to3specific3terms;3framing3thinks3so
3as3to3eliminate3ideas3or3possibilities3one3by3one
English3as3a3Second3Language3(ESL)3-3ans-
A3program3for3teaching3the3English3language3to3children3whose3first3language3i
s3not3English,3although3in3practice3it3is3much3more3comprehensive3than3this3a
nd3includes3the3teaching3of3academic3content3to3students3with3limited3English3
proficiency.3It3involves3effective3instructional3strategies3for3teaching3English3to3n
on-native3speakers.
ethical3behavior3-3ans-
Acting3in3the3highest3moral3principles3and3values.3For3educators3in3Texas3it3m
eans3behavior3and3practices3that3conform3to3the3Texas3Educators'3Code3of3Eth
ics
evaluation3-3ans-
Critical3thinking3that3involves3making3and3supporting3judgments.3This3is3one3of
3the3higher3order3thinking3skills3in3Bloom's3Taxonomy.
extrinsic3motivation3-3ans-
Wanting3to3do3something,3behaving3in3a3certain3way3or3achieving3something3b
ecause3of3some3type3of3external3reward.3The3reward3could3be3something3tangi
ble,3i.e.3money,3food,3etc.3or3it3could3be3intangible,3i.e.3praise,3better3grade,3e
tc.
formal3assessment3-3ans-
Measuring3knowledge3or3skill3acquistion3by3means3of3a3standardized3test,3very
3often3using3a3commercially3published3test,3although3it3doesn't3have3to3be3co
mmercially3published3to3be3formal,3but3it3would3need3to3be3standardized.
formative3assessment3-3ans-
Monitoring3progress3before3and3during3learning3in3order3to3guide3any3necessary
3adjustments3and3the3pace3of3learning.3Formative3assessment3gives3teh3teache
r3inforamtion3regarding3how3well3students3are3understanding3a3particular3concep
t3or3skill3in3order3to3determine3the3effectiveness3of3the3instruction.3It3is3done3
on3an3ongoing3basis3during3instruction.
graphic3organizers3-3ans-
A3type3of3visual3displaly,3chart,3graphic,3etc.3that3helps3students3with3planning,
3organizing,3connecting,3engaging3and3evaluating3their3larning.3They3are3tools3t
hat3assist3teachers3and3students3in3the3learning3process.3They3take3many3form
