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Test Number : Praxis-Core
Test Name : Praxis Core Academic Skills for Educators
Vendor Name : Admission-Tests
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Praxis-Core test Format | Praxis-Core Course Contents | Praxis-Core Course Outline | Praxis-Core test Syllabus | Praxis-Core test Objectives

You have been working to acquire the knowledge and skills you need for your teaching career. Now you are ready to demonstrate your abilities by taking a Praxisฎ test.
Using the Praxisฎ Study Companion is a smart way to prepare for the test so you can do your best on test day. This guide can help keep you on track and make the most efficient use of your study time. The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start=> Begin by reviewing this guide in its entirety and note those sections that you need to revisit. Then you can create your own personalized study plan and schedule based on your individual needs and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your test. Some people study better on their own, while others prefer a group dynamic. You may have more energy early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the approach that works best for you.

Test Name Core Academic Skills for Educators: Writing
Test Code 5722
Time 100 minutes, divided into a 40-minute selected-response section and two 30-minute essay sections
Number of Questions 40 selected-response questions and two essay questions Format Selected-response questions involving usage, sentence correction, revision in context, and research skills; 2 essay syllabus as the basis for writing samples Test Delivery Computer delivered
Approximate Approximate
Content Categories Number of Percentage of Questions* Examination
I. Text Types, Purposes, and Production 6–12 selected-response 60%
2 essay
II. Language and Research Skills 28–34 selected-response 40%
for Writing
* Includes both scored and unscored (pretest) questions. Depending on the number of pretest questions included in each scoring category, the total number of questions in that category may vary from one form of the test to another.

The Core Academic Skills for Educators Test in Writing measures academic skills in writing needed to prepare successfully for a career in education. All skills assessed have been identified as needed for college and career readiness, in alignment with the Common Core State Standards for Writing. The Writing test is 100 minutes in length and has three separately timed sections: a 40-minute selectedresponse section containing 40 selected-response questions and two 30-minute essay sections that each require a response based on an essay topic. This test may contain some questions that will not count toward your score.
The selected-response section is designed to measure examinees ability to use standard written English correctly and effectively. This section is divided into four parts: usage, sentence correction, revision in context, and research skills. In the usage questions, examinees are asked to recognize errors in mechanics, in structural and grammatical relationships, and in idiomatic expressions or word choice. They are also asked to recognize sentences that have no errors and that meet the conventions of standard written English. The sentence correction questions require examinees to select, from among the choices presented, the best way to restate a certain phrase or sentence by using standard written English; in some cases, the phrase or sentence is correct and most effective as stated.
Examinees are not required to have a knowledge of formal grammatical terminology. In the revision-incontext questions, examinees are asked to recognize how a passage with which they are presented can be strengthened through editing and revision. Revisionin-context questions require examinees to consider development, organization, word choice, style, tone, and the conventions of standard written English. In some cases, the indicated portion of a passage will be most effective as it is already expressed and thus will require no changes.
In the research skills questions, examinees are asked to recognize effective research strategies, recognize the different elements of a citation, recognize information relevant to a particular research task, and assess the credibility of sources. The two essays assess examinees ability to write effectively in a limited period of time. The Argumentative essay subject invites examinees to draw from personal experience, observation, or practicing to support a position with specific reasons and examples. The Informative/Explanatory essay subject asks examinees to extract information from two provided sources to identify important concerns related to an issue.
The syllabus for the Argumentative and Informative/ Explanatory essays attempt to present situations that are familiar to all educated people; no subject will require any specialized knowledge other than an understanding of how to write effectively in English. Examinees should write only on the subject assigned for each essay task, address all the points presented in the topic, and support generalizations with specific examples. For the Informative/Explanatory essay, examinees should also draw information from both sources, making sure to cite the source of the information. Before beginning to write each essay, examinees should read the subject and organize their thoughts carefully.

I. Text Types, Purposes, and Production
A. Text Production: Writing Arguments
1. Produce an argumentative essay to support a claim using relevant and sufficient evidence
2. Write clearly and coherently
a. address the assigned task appropriately for an audience of educated adults
b. organize and develop ideas logically, making coherent connections between them
c. provide and sustain a clear focus or thesis
d. use supporting reasons, examples, and details to develop clearly and logically the ideas presented
e. demonstrate facility in the use of language and the ability to use a variety of sentence structures
f. construct effective sentences that are generally free of errors in standard written English
B. Text Production: Writing Informative/ Explanatory Texts
1. Produce an informative/explanatory essay to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
a. write clearly and coherently
b. address the assigned task appropriately for an audience of educated adults
c. draw evidence from informational texts to support analysis
d. organize and develop ideas logically, making coherent connections between them
e. synthesize information from multiple sources on the subject
f. integrate and attribute information from multiple sources on the subject, avoiding plagiarism
g. provide and sustain a clear focus or thesis
h. demonstrate facility in the use of language and the ability to use a variety of sentence structures
i. construct effective sentences that are generally free of errors in standard written English
C. Text Production: Revision
1. Develop and strengthen writing as needed by revising and editing
a. recognize how a passage can be strengthened through editing and revision
– apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style
> choose words and phrases for effect
> choose words and phrases to convey ideas precisely
> maintain consistency in style and tone
II. Language and Research Skills for Writing
A. Language Skills
1. Demonstrate command of the conventions of standard English grammar and usage
a. grammatical relationships recognize and correct:
– errors in the use of adjectives and adverbs
– errors in noun-noun agreement
– errors in pronoun-antecedent agreement
– errors in pronoun case
– errors in the use of intensive pronoun
– errors in pronoun number and person
– vague pronouns
– errors in subject-verb agreement
– inappropriate shifts in verb tense
b. structural relationships
recognize and correct:
– errors in the placement of phrases and clauses within a sentence
– misplaced and dangling modifiers
– errors in the use of coordinating and subordinating conjunctions
– fragments and run-ons
– errors in the use of correlative conjunctions
– errors in parallel structure
c. word choice recognize and correct:
– errors in the use of idiomatic expressions
– errors in the use of frequently confused words
– wrong word use
– redundancy
d. No Error recognize:
– sentences free of errors in the conventions of standard English grammar and usage
2. Demonstrate command of the conventions of standard English capitalization and punctuation
a. mechanics recognize and correct::
– errors in capitalization
– errors in punctuation
> commas (e.g., the use of a comma to separate an introductory element from the rest of the sentence)
> semicolons (e.g., the use of a semicolon [and perhaps a conjunctive adverb] to link two or more closely related independent clauses)
> apostrophes (e.g., the use of an apostrophe to form contractions and frequently occurring possessives)
b. no errror
– recognize sentences free of errors in the conventions of standard English capitalization and punctuation
B. Research Skills
1. Recognize and apply appropriate research skills and strategies
a. assess the credibility and relevance of sources
b. recognize the different elements of a citation
c. recognize effective research strategies
d. recognize information relevant to a particular research task

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The racist roots of faculty admission checks | Praxis-Core test Cram and braindumps

The SAT checks have been criticized in contemporary years as discriminatory to americans with disabilities along with low-earnings and minority college students, but the standardized check also has racist roots.

The SAT assessments have been criticized in exact years as discriminatory to americans with disabilities along with low-earnings and minority college students, but the standardized test additionally has racist roots.

It changed into created by way of a eugenicist and become first given in 1926 to 8,000 high college college students. at the time, some schools wanted to diversify their wealthy, prep college student body, but most effective with other native-born white college students.

within the Twenties, eugenics become a movement led with the aid of social scientists that believed you could enhance the human race by way of selective breeding. Princeton Professor Carl Brigham was a kind of scientists, in accordance with Nicholas Lemann, author of "The big look at various: the key background of american Meritocracy."

The scientists developed assessments for the army right through World struggle I. The tests had been imagined to measure the intelligence of recruits so the army may identify guys with so-known as superior mental capacity and those deemed mentally inferior.

After the conflict, Brigham published a e-book called "A study of yank Intelligence.โ€ With it, he sounded the alarm about Europeans streaming in from japanese and southern Europe. He felt they might crush the "races of larger intelligence."

"The decline of yank intelligence could be more quick than the decline of the intelligence of other European businesses, because of the presence of the n---o,โ€ he argued.

Eugenicists promoted legal guidelines and movements for the preservation of racial purity.

Brighamโ€™s next undertaking became the building of the SAT.

country wide core for reasonable & Open checking out head Bob Schaeffer observed that even these days, the manner the SAT and other standardized tests are used creates further limitations

still, the SAT and different standardized trying out endures, regardless of the racist roots, however the SAT tests' days may have an expiration date.

simply this spring, the college of California Board of Regents unanimously accepted the suspension of the standardized checking out requirement for all California freshman candidates unless fall of 2024.

On itโ€™s website, the national middle for fair & Open checking out has a list of more than 1,500 four year schools and universities listed as verify not obligatory.

accept as true with or now not, it appears Brigham would approve. within the Thirties, he denounced the eugenics movement and became its main critic. He additionally disowned his own publication, calling it worthless. He campaigned towards the SAT as a university admission equipment up unless his demise.

Copyright 2020 Scripps Media, Inc. All rights reserved. This cloth may additionally not be posted, broadcast, rewritten, or redistributed.

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