Cosmetology Instructor Exam Questions with Correct Answers| Latest Update
Guaranteed Success
Dyslexia A neurologically based, specific learning disability that hinders the learning of
literacy or reading skills and creates a problem with managing verbal codes in memory.
NICHY National Dissemination Center for Children with Disabilities.
ADHD Attention Deficit Hyperactive Disorder; a chronic neurological dysfunction within the
central nervous system that is not related to gender, level of intelligence or cultural
environment.
Accommodation Plan Provides the necessary information for the learner regarding the steps
the school is able to reasonably take to accommodate the individual learners need.
Empathetic Characterized by an understanding so intimate that the feelings, thoughts and
motives of one individual are readily comprehended and understood by another.
Advisory Council A committee composed of school owners and directors, educators, and
employers within the applicable field of study; graduates of the institution; representatives
from local or state professional trade organizations; and even, perhaps, representatives from
the regulatory oversight agencies. The focus of the council should be curriculum, facilities,
equipment, and institutional outcomes, at a minimum.
Objectives Something that ones efforts or actions are intended to attain or accomplish;
purpose; goal.
Cognitive Domain Includes those performances that require knowledge of specific
information, such as principals, concepts and generalizations necessary for problem solving.
,Psychomotor Domain The objectives in this domain relate to skill performance, which
requires tools, objects, supplies and equipment.
Affective Domain In this domain the desired performance objective includes the
demonstration of feelings, attitudes or sensitivities toward other people, ideas or things.
Curriculum A set of courses constituting an area of specialization.
Grading The process of evaluating a students performance or knowledge and assigning a
letter or number that shows the students level of achievement.
Educational Objective A clear goal indicating what the student should be able to know or do
as a result of the training.
3 Main categories assessed and graded Theoretical knowledge
Practical skills development
Attitude and professionalism
Outcome evaluation Grading that determines what the student knows after having been
taught certain material or skills
Summative Evaluation The process of assigning grades after testing has occurred.
Test Plan Consists of an outline of the content that will be covered by each test, applying
weights to particular test questions based on lesson objectives.
Weighting The process of determining the importance of each content area that has been
selected to test.
, Likert Scale A measurement that uses a 5-point rating scale ranging from "strongly agree" to
"strongly disagree" or from "poor" to "excellent".
Rating Scales A grading chart similar to Likert Scales but usually containing fewer rating
categories; it can be used to compare a students performance or behavior with specific
standards established for a designated learning category.
Checklist A variation of the rating scale that contains fewer rating categories; generally, a
specific performance is rated as adequate or inadequate or satisfactory or unsatisfactory.
Performance Checklist A factual and objective form of grading that uses specific
performance criteria that help to remove educator bias from the rating process, resulting in
more consistency.
Multiple-Category Grading An evaluation chart that incorporates scoring of more than one
area of learner assessment.
Point Grading Grading that assigns specific weights or points to each criterion or task, which
allows the educator to place emphasis on the more important tasks during evaluation.
Rubric A clearly developed scoring document used to differentiate between levels of
development in a specific skill performance or behavior; it may also be used as a self-
assessment tool.
Development Opportunity In some rubrics it indicates that the student displays little or no
evidence of competency; assistance is needed; performance includes multiple errors.
Guaranteed Success
Dyslexia A neurologically based, specific learning disability that hinders the learning of
literacy or reading skills and creates a problem with managing verbal codes in memory.
NICHY National Dissemination Center for Children with Disabilities.
ADHD Attention Deficit Hyperactive Disorder; a chronic neurological dysfunction within the
central nervous system that is not related to gender, level of intelligence or cultural
environment.
Accommodation Plan Provides the necessary information for the learner regarding the steps
the school is able to reasonably take to accommodate the individual learners need.
Empathetic Characterized by an understanding so intimate that the feelings, thoughts and
motives of one individual are readily comprehended and understood by another.
Advisory Council A committee composed of school owners and directors, educators, and
employers within the applicable field of study; graduates of the institution; representatives
from local or state professional trade organizations; and even, perhaps, representatives from
the regulatory oversight agencies. The focus of the council should be curriculum, facilities,
equipment, and institutional outcomes, at a minimum.
Objectives Something that ones efforts or actions are intended to attain or accomplish;
purpose; goal.
Cognitive Domain Includes those performances that require knowledge of specific
information, such as principals, concepts and generalizations necessary for problem solving.
,Psychomotor Domain The objectives in this domain relate to skill performance, which
requires tools, objects, supplies and equipment.
Affective Domain In this domain the desired performance objective includes the
demonstration of feelings, attitudes or sensitivities toward other people, ideas or things.
Curriculum A set of courses constituting an area of specialization.
Grading The process of evaluating a students performance or knowledge and assigning a
letter or number that shows the students level of achievement.
Educational Objective A clear goal indicating what the student should be able to know or do
as a result of the training.
3 Main categories assessed and graded Theoretical knowledge
Practical skills development
Attitude and professionalism
Outcome evaluation Grading that determines what the student knows after having been
taught certain material or skills
Summative Evaluation The process of assigning grades after testing has occurred.
Test Plan Consists of an outline of the content that will be covered by each test, applying
weights to particular test questions based on lesson objectives.
Weighting The process of determining the importance of each content area that has been
selected to test.
, Likert Scale A measurement that uses a 5-point rating scale ranging from "strongly agree" to
"strongly disagree" or from "poor" to "excellent".
Rating Scales A grading chart similar to Likert Scales but usually containing fewer rating
categories; it can be used to compare a students performance or behavior with specific
standards established for a designated learning category.
Checklist A variation of the rating scale that contains fewer rating categories; generally, a
specific performance is rated as adequate or inadequate or satisfactory or unsatisfactory.
Performance Checklist A factual and objective form of grading that uses specific
performance criteria that help to remove educator bias from the rating process, resulting in
more consistency.
Multiple-Category Grading An evaluation chart that incorporates scoring of more than one
area of learner assessment.
Point Grading Grading that assigns specific weights or points to each criterion or task, which
allows the educator to place emphasis on the more important tasks during evaluation.
Rubric A clearly developed scoring document used to differentiate between levels of
development in a specific skill performance or behavior; it may also be used as a self-
assessment tool.
Development Opportunity In some rubrics it indicates that the student displays little or no
evidence of competency; assistance is needed; performance includes multiple errors.
