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Exam Number : Praxis-Core
Exam 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 Praxis® test.
Using the Praxis® 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 subjects as the basis for writing samples Test Delivery Computer delivered
Approximate Approximate
Content Categories Number of Percentage of Questions* Exam
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 syllabu invites examinees to draw from personal experience, observation, or studying to support a position with specific reasons and examples. The Informative/Explanatory essay syllabu asks examinees to extract information from two provided sources to identify important concerns related to an issue.
The subjects for the Argumentative and Informative/ Explanatory essays attempt to present situations that are familiar to all educated people; no syllabu will require any specialized knowledge other than an understanding of how to write effectively in English. Examinees should write only on the syllabu 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 syllabu 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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Admission-Tests Core study help

right here's the real tragedy in faculty admissions | Praxis-Core PDF download and Latest Topics

but do not are expecting the continuing fallout from "Operation Varsity Blues" -- the sprawling 2019 investigation that uncovered the crooked lengths to which the super prosperous will go to get their children into good colleges -- to fix the higher device.

This week, we appear on the opposite view.

I talked to Paul complicated, who has written radically on school admissions. His book, "The Inequality computing device: How faculty Divides Us," is deeply reported -- and reporting it led difficult to applaud the conclusion of standardized look at various requirements at many schools.

Our conversation, performed in a series of emails that had been combined and lightly edited, is under.

do not believe the hype concerning the SAT/ACT

WHAT matters: i used to be surprised that MIT was reinstating its SAT/ACT requirement to deliver protection to range. What's your reaction to that argument?

tough: I don't consider it's genuine that MIT is reinstating the SAT to offer protection to variety. MIT's admissions office managed to join simply as diverse a freshman category in 2021 with out the SAT requirement, because it did in outdated years when it required it.

MIT's admissions staff is aware of full neatly that household income predicts SAT scores twice as strongly as it predicts excessive school grades. the most constructive manner to admit a more socioeconomically diverse classification is to place greater emphasis on excessive school grades and fewer on look at various ratings.

The precise cause MIT is reinstating the SAT is since it definitely likes admitting college students who ranking very high on the SAT! before the pandemic, virtually every pupil MIT admitted had a 780 or above on the mathematics element of the SAT. those tremendous-high examine ratings had been an important a part of MIT's identification, and if MIT were to desert the SAT for decent, it will lose that id.

So, it be no surprise the college has introduced lower back the test requirement. Standardized exams are a core a part of who the college is. other colleges outline themselves differently.

What UC's report on the SAT/ACT in reality says

WHAT concerns: i used to be doubly surprised when a large school of California look at recommended maintaining the SAT/ACT. (The Board of Regents sooner or later neglected it.) You applauded UC for losing its checking out requirement. What did you believe about that UC document?

difficult: a couple of years in the past, when the tuition of California became debating losing the SAT, distinctive agencies at the college studied the impact of the exams, and that they reached greatly various conclusions.

The UC senate record didn't locate that the usage of the SAT more suitable diversity in admissions at UC. It found that "disparities alongside strains of race, ethnicity, and socioeconomic status (SES) evident within the undergraduate population of the institution are a feature of dissimilar elements, and that the SAT and ACT are smaller contributors" (p. 6).

So in other phrases, the record found that the SAT did make contributions to disparities with the aid of race, ethnicity and socioeconomic fame in admissions, however that there have been any other factors that have been even worse.

What the senate file did claim, possibly more controversially, changed into that look at various scores have been a stronger predictor of school success than high faculty GPA. that's anything that no longer even the faculty Board claims; their research has always found that excessive school GPA by myself is a stronger predictor than SAT by myself. in order that claim attracted lots of consideration, and a lot of dissent.

The dissenting analysis by using other UC professors that I find persuasive includes:

  • This paper through Saul Geiser at Berkeley, which found that the imperative discovering of the senate document became "spurious, the statistical artifact of a classic methodological error." Geiser writes, "When student demographics are protected within the mannequin, the findings are reversed: high-school grades in faculty preparatory classes are definitely the more advantageous predictor of UC scholar outcomes." He additionally discovered that at UC, family earnings correlates three times more strongly with SAT/ACT scores than it does with high school GPA.
  • This document via Michal Kurlaender and Kramer Cohen at UC Davis, which finds that at California State college faculties, excessive school GPA is a better predictor of first-year college GPA and 2d-yr persistence than the SAT, and additionally finds that, "high faculty GPA as a predictor of faculty success consequences in a a good deal greater representation of low earnings and underrepresented minority students in the excellent of the UC applicant pool, than (does) SAT ... examine scores."
  • This addendum via Patricia Gandara at UCLA, one of the authors of the school senate file, who felt that the document's conclusions had been being misportrayed and misinterpreted. She wrote, "the distinction of check ratings has a disproportionate effect on candidates to UC who are participants of corporations that have been during the past and are nowadays victims of discrimination. accordingly, we support putting off consideration of rankings on these standardized checks in admissions in a shorter time duration than the nine-yr span reflected via the file." That dissenting view didn't get blanketed in the reliable file.
  • a stronger admissions check or no test at all?

    WHAT matters: Opposition to the SAT/ACT has a great deal to do with the checks themselves. Does your reporting suggest there should be a different check or no verify in any respect?

    hard: distinct standardized exams are likely to produce equivalent consequences. ACT rankings correlate just as strongly with household salary as SAT scores do.

    In some instances, standardized tests can be a positive part of a student's utility, however requiring them will doubtless at all times incline a college toward admitting greater wealthy kids and fewer low-revenue ones.

    The pandemic has made it difficult to gauge the movement faraway from tests

    WHAT matters: What can we understand at this aspect about how the circulation faraway from the SAT/ACT throughout the pandemic has affected admissions?

    difficult: or not it's tough to say, because the last few years of school admissions were so scrambled by means of the pandemic.

    there's some facts that casting off the SAT allowed certain selective faculties to confess some academically spectacular low-revenue students they might in any other case have overlooked. however i'm now not yet privy to any solid facts either means.

    purpose to be skeptical of grade inflation

    WHAT matters: MIT said grade inflation on account that many colleges went look at various-optional, and a school counselor told me the problem is actual, specifically in schools crammed with kids from wealthier backgrounds. What are your recommendations on that issue?

    complicated: Advocates of standardized testing were making the argument on grade inflation for a long time. I wrote about it at some size in my publication.

    I continue to be skeptical of the hand-wringing over grade inflation. all the facts I've seen means that test ratings are inflating as a minimum as straight away as high faculty grades. One instance: The fraction of high faculty seniors scoring a 36 on the ACT is now 37 times as large because it become 20 years ago.

    Grades may still nevertheless work to gauge students

    WHAT matters: MIT's weblog post counseled students who don't do smartly on testing in math in certain may now not be capable of keep up with the faculty's rigorous math and science curriculum. What's an improved manner than the SAT/ACT to be certain incoming students have the heritage to be triumphant in these topics?

    difficult: I do not know what MIT's interior research says, however i would guess that college students' a hit completion and excessive grades in rigorous, excessive-level math and science courses stands out as the top of the line indication of their capability to be successful in better degree math and science courses.

    No explanation for optimism right here

    WHAT matters: We're still seeing news from the continued Varsity Blues scandal the place rich people bought off coaches and faked purposes and verify scores. Has the admissions video game changed for the more suitable due to the fact that that scandal broke?

    difficult: No.

    WHAT concerns: to your booklet you're very essential of rankings just like the ones from U.S. news & World record. Has their influence been checked in fresh years?

    difficult: No.

    The greater difficulty is skill

    WHAT matters: Which is the larger difficulty in American better training: capability or selectivity?

    difficult: potential. The genuine tragedy in American higher education is that over the past couple of decades, we have slashed funding for our public faculties and universities, making them more expensive and fewer available for working-classification and low-profits college students.

    To resolve this issue, we should reinvest public dollars in our public larger education, from group faculties to selective flagships.

    Our intention may still be to create clear, low in cost pathways after high college that would enable millions extra younger american citizens to get the schooling they need for a a hit lifestyles, whether that's a certificate in HVAC expertise or a doctorate in quantum engineering.




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