Which is NOT an effective use of school letter correspondence when communicating effectively to the public?
a. The school administrator must know and write with the knowledge of his or her audience and their average literacy level.
b. The school administrator must use a friendly tone in his or her communication.
c. The school administrator must write simply, concisely, and coherently.
d. The school administrator must write using legalize jargon to affirm a businesslike approach in his or her correspondence.
D
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If the reliability coefficient for a set of test scores is .90, we know that
a. 90 % of the variance is true variance; 10 % is unknown. b. 90 % of the variance is true variance; 10 % is error. c. 90 % of the variance is true variance; 10 % is reliable. d. 81 % of the variance is true variance; 19 % is error. e. 81 % of the variance is true variance; 19 % is unknown.
In the second step of Glasser's model, the text authors suggest that it may be appropriate for a teacher to say, "If I had a video camera recording what happened, what would I have seen?" The rationale for the use of this question is that it
a. depersonalizes the event to some extent, allowing the student to share his or her perspective in a less threatening way. b. allows the teacher to form a visual image of the events as they occurred, thus understanding them more completely. c. gives the student the opportunity to work with the teacher to generate alternative explanations for the behavior in question. d. reduces the amount of emotion and description that the student gives in explaining the situation.
Which one of the following is definitely an example of trait anxiety?
a. Tommy becomes nauseous every time he takes a test. b. Jan runs faster than usual when she is chased by a pit bull across school grounds. c. Zack did not pass the last math test, but he has done well on previous math tests. d. Joe initially draws a blank when he reads the first question on his social studies test, but he soon retrieves a reasonable answer.
Evaluation that refers to the acquisition of information that allows determination at a specified end point of whether goals and objectives have been met is:
a. informal evaluation b. summative evaluation c. process evaluation d. formative evaluation