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African American students had more problems with the essay portion of Florida's CLAST test. [82] The essay prompts for the CUNY Writing Assessment Test were not "content-fair and culture-free" and posed more problems for Hispanic and other second-language writers. [83]
The Praxis I, or Pre-Professional Skills Test (PPST), consisted of three exams: reading, writing, and mathematics. On September 1, 2014, ETS transitioned to the Praxis "CASE" or "Core Academic Skills for Educators" which also consists of reading, writing, and mathematics exams. These sections can be taken as a combined test or separately.
The English, mathematics, and reading tests also have subscores ranging from 1 to 18 (the subject score is not the sum of the subscores). In addition, students taking the optional writing test receive a writing score ranging from 2 to 12 (this is a change from the previous 1–36 score range); the writing score does not affect the composite score.
Methods in this wave were more concerned with a test's construct validity: whether the material prompted from a test is an appropriate measure of what the test purports to measure. Teachers began to see an incongruence between the material being prompted to measure writing and the material teachers were asking students to write.
For example, in 2017 September mock exam, a question featuring both the arts and technology was about the scientific origin and the artistic use of concrete architecture. In the 2019 exam, science and the humanities was mixed in a text about the differing viewpoints of Eastern and Western philosophers regarding the universe.
The program includes lessons covering all four ACT subject tests (English, math, reading, and science), and two prompts for the optional writing test. Students can also take a full-length practice test, which will provide a predicted ACT score. PreACT [28] and PreACT 8/9 [29] are assessments designed to help 10th grade students practice for the ...
The exam still contains essay components, but has greater emphasis on reading comprehension and less on writing. [18] Students graduating in 2012 (who were 9th grade students in 2008) were the first cohort of students required to take all five Regents Exams with a passing score of 65 and obtain a Regents Diploma to graduate. [19]
The CUNY Board of Trustees approved the Graduate School of Journalism's creation in May 2004. [1] Proposed by CUNY Chancellor Matthew Goldstein, the school was to focus on teaching reporting skills and news values at a time when other journalism schools were emphasizing education in academic disciplines such as political science and statistics.