Praxis Special Education: Assessment

1.A preschooler uses only a few words during play while other children speak in sentences. There is no evaluation on file. How should the teacher use this observation?

2.Each Friday, a second grader reads a new passage from the phonics unit just taught. Correct words per minute have stayed nearly flat for four weeks. What should the teacher do?

3.A sixth grader understands the math but writes so slowly that the quiz period ends first. The goal is problem solving, not handwriting speed. Which adjustment fits this check?

4.A fraction item is about splitting the cost of a ski weekend. A student who has never seen snow misses it, then solves the same numbers about sharing classroom markers. What should the teacher conclude?

5.A learning goal says 8 of 10 review problems correct. The last three checks were 8, 9, and 8. What should the teacher do with that pattern?

6.Before a campus job task, a high school student with complex support needs is offered two familiar objects across several short trials. What is a sound use of that record?

7.A published score report lists a percentile and nothing about which items the student missed. What can the teacher honestly say this percentile supplies?

8.Every Thursday, students spell words from the list taught that week. A student misses the words with silent letters. How should the teacher use that quiz?

9.Weekly addition probes have been rising for a month. This Friday's probe is much lower, and the student was up late at a family event. How should the teacher read that point?

10.On a science check, a student selects answers on a speech-generating device the class already uses. The device speaks the selected sentence. How should that response be scored?

11.A preschool goal is about asking a peer for a turn. The teacher wonders whether a single table task is enough. What would make the evidence stronger?

12.The check is meant to show whether a student can decode the words. A colleague offers to read every word aloud to the student. What should the teacher say?

13.Two staff members disagree about how many times a student acted out this morning. Their tallies are far apart. What should happen before the next count?

14.On a subtraction probe, a fourth grader gets every item without regrouping correct and misses every item that requires regrouping. How should instruction respond?

15.A class question has four parts. The goal for a student with extensive support needs is to answer one part with a switch. The student does that part. How should the teacher record it?

16.A caregiver says a preschooler names many letters at home. At school this week, the child has not named them. What should the teacher do with the two reports?

17.A teacher wants to know whether a new reading routine helps a student. No scores have been collected yet. What should occur before the new routine starts?

18.A student is easily pulled off a quiz by hallway noise. The plan allows a quieter room. The student finishes the same items there. What does that score support?

19.A score report shows a grade-equivalent figure for reading. A colleague suggests moving the student to the grade named by that figure. What is the careful reading?

20.In the fall, every fourth grader takes a brief reading screen. Several students fall below the class cutoff. What should the teacher do next?

21.Four reading probes are still below the aim, but each one is higher than the one before. What is the best instructional decision?

22.A copying quiz is strictly timed. A student with limited hand control knows the words but finishes only a few because writing is slow. What is the fairest conclusion?

23.Six dated essays from this quarter show clearer organization each month. One essay from a rushed Wednesday is weak. How should progress be described?

24.Daily math work is accurate, but a long timed test from a published booklet is far lower. What should the teacher examine before changing the whole plan?

25.During a sight-word check, a student says a word that is close to the card but not the word shown. What should the teacher write down?

26.A teacher has three one-minute reading passages from the same morning. One passage was unusually hard because of rare names. Which summary should guide this week's decision?

27.A student is assessed on three objectives from the unit, not on the full grade-level test the rest of the class takes. How should the result be reported?

28.A student who is learning English misses a science item written in English, then explains the same idea accurately with help from a bilingual colleague. What does that pattern suggest?

29.After a quiz, the teacher reteaches the one step most students missed. What should follow that lesson if the teacher wants to know whether it worked?

30.A student with limited speech asks for a break by hitting a switch. The goal is to request a break instead of leaving the room. What record fits the goal?

31.The plan allows a student to take a quiz in a small group rather than in the full class. The items stay the same. What does the small group change?

32.Two teachers score the same project very differently. The only guide is excellent, okay, or weak. What would make the next scoring more consistent?

33.A writing sample has capital letters and spelling mostly in place, but every sentence is a fragment. Which response matches the sample?

34.A preschool goal says the child will request a toy from a peer during play. Which check best matches that goal?

35.A student computes accurately and misses most word problems. A colleague wants one average for the report. What should the teacher keep visible?

36.A tenth grader completes an interest interview and tries two campus jobs. How should the teacher use that information?

37.A student's testing plan includes extra time. On quiz day the teacher is tempted to skip it and interpret the unfinished paper. What should the teacher do?

38.A teacher shows a short strategy for two-step problems, practices one item with the student, and then gives two new items with a light prompt. What does this check show?

39.The concern is how long a student takes to begin after a direction, not how long the work continues. Which record matches that concern?

40.A reading item depends on knowing the rules of a sport the class has never studied. Several students miss it and answer a same-skill item about a classroom game. What is the likely issue?

41.A teacher is deciding whether a spelling routine is helping one student. Class ranks are also on the page. Which comparison fits the decision?

42.A student who reads braille is given a print comprehension quiz the student cannot read. The skill of interest is comprehension, not print recognition. What should the teacher do?

43.A teacher wrote one sentence: the student refused the warm-up on Monday. No other notes exist. How should that sentence be used?

44.A goal says the student will complete 4 of 5 steps of a routine on three different days. The student has done so on one day. What is the accurate statement?

45.A teacher saw a student greet a peer once and wants to claim the greeting goal is met. The goal does not say once. What would make the claim stronger?

46.A teacher is choosing whether a student may use a calculator. One probe is fact fluency. Another task is multi-step reasoning, and the goal for that task is the reasoning. What fits?

47.Two adults will record the same behavior in the same lesson so the count can be trusted. What makes that comparison meaningful?

48.This week's lessons taught three letter sounds. The Friday check uses those three sounds. Why is that check useful for planning Monday?

49.Midway through a quiz, a student becomes too distressed to continue. Tears and a request to stop are clear. What should the teacher do?

50.A student answers by looking at one of two choices. On the first trial the student glances at both. What should the teacher require before treating a look as an answer?

51.Two weeks ago a spelling list was correct on Friday. The words have not been practiced since. What check tells whether the skill lasted?

52.A student solves addition with the classroom counters but not with new pictures of the same facts. The goal says the skill should appear with new materials. What is the right conclusion?

53.A student misses items after long spoken directions but answers the same items when the directions are one short sentence. The goal is the content, not direction length. What should the teacher do on the next content check?

54.A behavior rating marks a student noncompliant for speaking after an adult pauses, a pattern the family describes as polite turn-taking at home. The school rule about interrupting was never taught. What should the teacher do?

55.A colleague says a student got a 12 and asks whether the goal is met. No total and no task are written on the paper. What should the teacher say?

56.Monday's quiz shows that most misses were the same two-step setup. The teacher wants the quiz to change instruction. What should happen on Tuesday?

57.A goal is about solving word problems. The student also has messy handwriting. On this check, the teacher can read every number. What should be scored?

58.A student who is hard of hearing misses several oral items. The speaker faced the board, and no written direction was offered. What should happen before those misses are treated as content errors?

59.A goal counts how often a student requests help with a raised hand. Each request has a clear start and end. Which record matches the goal?

60.A screening guide says students under a cutoff get a closer look. A student scores under it. A colleague wants a disability name on the form today. What is the right response?

61.A new comprehension routine has two probe scores. Both are below the aim, and no earlier scores exist. A colleague wants the routine discarded today. What is the sounder first step?

62.Handwriting fatigue is severe, and the history goal is about content. The student can dictate clear answers. Which scoring plan fits the goal?

63.A student finishes every item on a math check correctly in a very short time. The teacher needs guidance for the next lesson. What does this result suggest?

64.A student misses every item on a fraction check. Earlier work shows the student is still unsteady on equal parts. What should the teacher do?

65.A student's usual response is a speech-generating device. A quiz key says answers must be handwritten to count. The goal is the content. What should the teacher allow?

66.The aim on weekly story problems is 8 of 10. The last three scores are 4, 4, and 5, with no upward direction. What should the teacher do?

67.A preschooler answers a familiar teacher and stays silent with a visitor who has never met the child. The visitor wants the silence entered as the skill level. What should the teacher do?

68.In a life-skills class, a student makes a sandwich on two days. A step checklist shows the same two steps missed both days. How should the teacher use the checklist?

69.A student with low vision misses a row of items printed in tiny type and then answers the same items in the usual large print. How should the tiny-type misses be treated?

70.A teacher is about to drop a reading routine that one quiz questioned. A recent work sample and a running record still look solid. What should happen before a big change?

71.During a progress probe, a teacher starts giving hints that reveal the steps. The student then answers correctly. How should that score be treated?

72.A student marks each planner entry as done. The teacher's count of real entries is much lower. What does the gap suggest?

73.Probes on a decoding routine have been flat for several weeks. The teacher can change many things at once or one thing. What will make the next scores interpretable?

74.A vocabulary item uses a picture of a tool the student has never seen. The student then names the same idea when shown the classroom tool. What should the teacher do before calling the word unknown?

75.The concern is how long a student stays with an assignment, not how many times the student starts. Which record matches the concern?

76.A student scores 80 percent on a teacher-made science quiz built from this week's lessons. A colleague asks what that percent is. What is the accurate description?

77.A student asks how the quiz went and what to do next. The teacher has the missed items in hand. What feedback can the student actually use?

78.Handwashing is scored step by step. The student completes the later steps when prompted and is unsteady on turning the water on. Where should the new lesson start?

79.Last month a student needed a full model to start a job task. This week a small gesture is enough, and the task is completed. How should that change be recorded?

80.A student who is hard of hearing misses directions spoken from across a noisy room. The same directions are clear when the teacher stands closer and faces the student. What should the next check do?

81.A preschool goal is about climbing the outdoor steps safely. The only score on file is a desk task of copying the word steps. What should the teacher add?

82.A student with autism reads a social-studies item literally and answers a different question from the one intended. The teacher can rephrase without adding facts. What is the fair next step?

83.Before the weekly reading probe, a student reads that exact passage aloud three times. The score jumps. What should the teacher use next week?

84.A progress probe is underway. The student pauses on a step the teacher just taught yesterday. The teacher wants a clean independent score. What should the teacher do during the probe?

85.The written definition says a tally mark is earned only when the student calls out without a turn. The student also taps a pencil. What should be tallied?

86.The goal is a math concept. A student who is learning English misses an English vocabulary quiz, then shows the concept with drawings and home-language support from a prepared colleague. How should the concept be judged?

87.Two teachers score the same short-answer quiz far apart. The key says only a complete thought. What is the first problem to fix?

88.A team wants to know whether a student understands a passage. The only number offered is a spelling score. What should the teacher point out?

89.A student meets a pronunciation goal at 2 p.m. The teacher wants to know whether it was a one-time success. The materials can stay the same. What should the teacher add?

90.A student activates a switch slowly and accurately when items stay on the screen. When the screen advances quickly, the student misses items the student just answered. What does the quick-advance score show?

91.The whole class takes a brief reading screen in fall, winter, and spring. A student who needs a closer look is also probed every week on a short aligned passage. Why are the schedules different?

92.After a group screen, the teacher meets one flagged student. Which follow-up best guides that student's lessons?

93.A goal says the student will read 20 community signs. The proposed quiz is a novel chapter. Why is the novel a weak check of this goal?

94.The writing goal is about ideas and organization. Handwriting pain stops the student after one sentence. A scribe is allowed. What should the scribe do?

95.The class test has 20 objectives. This student's check includes 8 objectives from the student's plan. The student does well on those 8. What can the report say?

96.A student spends the assessment period in distress and does not complete any items. The period ends. What should be entered as the achievement result?

97.A folder of reading probes has no dates. The teacher wants to know whether the skill is rising. What is missing?

98.The goal is packing a backpack independently. One rushed afternoon went poorly after a fire drill. Three ordinary mornings are also on the checklist. Which evidence should carry more importance?

99.A student is at the 30th percentile on a normed reading score. The teacher's aligned probes show a specific vowel pattern still missed. What should drive tomorrow's small group?

100.Three students miss regrouping and have the other subtraction steps in place. The rest of the class is ready to move on. How should the teacher use those three papers?

101.A math goal says the student may use counters. The check forbids them, and the student then misses items the student solves with counters. What should the teacher do?

102.A student who is deafblind is handed a print quiz and scores zero. No touch cue or accessible response was offered. A specialist is available. What should the teacher do before interpreting the zero?

103.A student calls out so often that a raw tally falls behind the lesson. The teacher needs a manageable record of whether calling out is still frequent. What method fits?

104.A behavior plan's graph shows calling out on a slight decline over three weeks. A substitute wants the plan replaced after one noisy afternoon. What should the team do?

105.A student's plan includes short breaks during a long assessment because fatigue sets in. The items stay the same. What should the teacher do?

106.A student's first timed essay is far below drafted class pieces. The student has never practiced the timed format. What should the teacher do before deciding the writing skill is absent?

107.A parent says homework is completed every night. The teacher rarely receives it, and the student cannot find it in the backpack. What should the teacher do?

108.At the quarter's end, a teacher summarizes a reading goal for the family. Probes rose from 4 of 10 to 7 of 10. The aim is 9 of 10. What belongs in the summary?