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CEOE School Counselor (039) Practice Tests & Test Prep by Exam Edge - Topics


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Understanding what is on the CEOE School Counselor exam is crucial step in preparing for the exam. You will need to have an understanding of the testing domain (topics covered) to be sure you are studing the correct information.

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CEOE School Counselor Exam Blueprint

Understanding the exact breakdown of the CEOE School Counselor test will help you know what to expect and how to most effectively prepare. The CEOE School Counselor has 80 multiple-choice questions and 1 essay questions. The exam will be broken down into the sections below:

CEOE School Counselor Exam Blueprint
Domain Name
Human Development and Learning
Assessment and Evaluation
Counseling and Group Guidance
Educational and Career Planning
Guidance Programs and Professional Knowledge

CEOE School Counselor - Exam Topics Sample Questions

The counselor is working on an informative presentation for the teachers. The counselor wants to present information about assessment tools that can be utilized to provide the counselor and the teachers with valuable information about the students. The counselor put in the presentation that the SATs are considered an assessment tool. She also put in the presentation that the SATs fall under what category of assessment tools?

Correct Answer:
the counselor put in the presentation that the sats fall under the main category of norm referenced tests.


the counselor is preparing an informative presentation aimed at educating teachers about various assessment tools that can be used to gather insights into students' academic abilities and progress. as part of this presentation, the counselor has chosen to discuss the sats, a widely recognized standardized test. it is important for teachers to understand the nature of the sats to better interpret the results and their implications for student learning and development.

in the presentation, the counselor categorizes the sats as norm-referenced tests. this classification is crucial for understanding the fundamental purpose and application of the sats in an educational context. norm-referenced tests are designed to assess a student's performance in relation to a norm group, which typically consists of students of the same age or grade level who have taken the test previously. this comparative approach helps in identifying where a student stands relative to their peers nationwide or even globally.

the sats, as norm-referenced tests, do not measure a student's performance against a fixed set of standards or specific learning objectives (which would be characteristic of criterion-referenced tests). instead, they aim to rank students along a performance continuum, thereby establishing a percentile ranking that indicates the percentage of students who scored lower than a given student. this ranking system is instrumental in contexts like college admissions, where it is necessary to compare applicants from different educational backgrounds on a common scale.

the counselor emphasizes in the presentation that understanding the norm-referenced nature of the sats helps teachers and counselors advise students more effectively. for instance, knowing that the sats measure students against a national or international norm can impact how teachers prepare students for the test, focusing perhaps more on competitive strategies and familiarization with commonly tested concepts and less on mastery of a defined curriculum.

this clarification in the presentation aims to ensure that all teachers are on the same page regarding the role and implications of sat scores in assessing student ability and potential. by recognizing that the sats are norm-referenced, educators can better support their students in preparing for and interpreting their sat scores, ultimately aiding them in their educational and career planning.

Mrs. Moon is a school counselor. She is working on creating a new and improved school crisis plan by writing out a draft. The draft says to determine the major problems in the school regarding student violence. Mrs. Moon placed this action under which section of the plan?

Correct Answer:
mrs. moon placed this action under the mitigation and prevention part of the crisis plan.
mrs. moon, who is a school counselor, is actively involved in revising the school's crisis management plan to better address issues such as student violence. in her draft, she emphasizes the importance of identifying the major problems related to student violence within the school. this action is categorized under the "mitigation and prevention" section of the crisis plan.

to understand why mrs. moon placed this action under mitigation and prevention, it's essential to grasp what each section of a crisis plan typically encompasses. according to the u.s. department of education, a comprehensive crisis plan includes four key areas: mitigation and prevention, preparedness, response, and recovery.

mitigation and prevention are about taking steps to reduce or eliminate risks before a crisis occurs. this includes identifying potential problems and implementing strategies to prevent these issues from escalating into serious crises. by determining the major problems related to student violence, mrs. moon aims to address these issues proactively, thereby reducing the likelihood of violent incidents occurring.

preparedness involves planning on how to handle a crisis should it occur, despite efforts to prevent it. this stage includes training staff and students on how to respond to different types of emergencies.

the response section of the crisis plan deals with the actions taken during a crisis. this is the immediate reaction to an incident, which could include lockdown procedures or evacuation plans.

finally, recovery focuses on how the school community recovers from a crisis. it involves support for students and staff and efforts to return to normalcy.

given this framework, mrs. moon's action of identifying violence issues falls squarely within the mitigation and prevention domain. by pinpointing and addressing these issues early, the school can better manage or avoid potential crises, making it a crucial step in enhancing the overall safety and well-being of the school environment. this proactive approach is fundamental in ensuring that measures are in place to prevent violence, rather than merely reacting to incidents after they occur.