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Test your basic knowledge |
Praxis Instruction And Assessment
Start Test
Study First
Subjects
:
praxis
,
teaching
Instructions:
Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can
study here
.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.
This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Knowledge (who - what - where) - comprehension (interpret - retell - organize) - application (subdividing info and putting it back together) - synthesis (infer an idea) - evaluation (making a value decision)
positive interaction
service learning
cooperative learning
questioning
2. Interaction that promotes face - to - face or individual interaction and relationships
Student Teams Achievement Divisions (STAD)
positive interaction
mean - median - and mode
summative evalutations
3. Given before teaching so teachers understand areas of weaknesses
achievement tests
inquiry model
self - evaluation
diagnostic evaluations
4. Measure a student's knowledge or proficiency in something that has been learned
journals
positive interaction
achievement tests
double - entry page
5. Teacher finds key content that must be mastered and reduces the number of examples - activities - or lessons so that a student who is advanced can move forward and one who is lower can work for a while longer
curriculum compacting
achievement tests
positive interaction
aptitude tests
6. Set clear expectations for lessons (not too narrow); students need to understand big picture and be able to connect what they are leanring to experiences and events (use advance organizers)
performance standards
emergent curriculum
setting objectives and providing feedback
Summarizing and Note - taking
7. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
learning centers
think - pair - share
Hunter's Model
anecdotal records
8. Teacher/student discussion to improve comprehension
inquiry model
grouping practices
reciprocal teaching
interpersonal skills
9. This taps into students' natural curiosity to each student's advantage; it helps students more deeply understand concepts...student must be clear in explaining to apply knowledge to new setting
emergent curriculum
reciprocal teaching
samples
generating and testing hypotheses
10. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
content standards
raw score
scaled scores
11. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
field trips
critical thinking
stanines
12. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
play
standards
Hunter's Model
13. Responding to a wide range of abilities present in the classroom
anticipatory set
differentiated instruction
interpersonal skills
standards - based assessments
14. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
anticipatory set
inquiry model
individual and group accontability
holistic scoring
15. Survey (preview of chapter) - question (scans headings and subheadings and rephrases them into questions) - read (read one section of chapter) - recite (answers questions in his/her own words and writes notes) - review (immediately reviews what has b
Knowledge storage
double - entry page
SQ3R
emergent curriculum
16. Instructional strategies suggested by researchers that improve achievement across the content area
reliability
Essential Nine
whole - group instrcution
linguistic
17. Extent to which an assessment is consistent with its measures
technology
performance standards
reliability
cooperative learning
18. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
double - entry page
graphic organizer
cooperative learning
performance assessments
19. Standardized tests desired to measure ability to develop or acquire skills and knowledge
formative evaluations
mnemonics
project - based learning
aptitude tests
20. Teacher breaks down unit's content into smaller units and provides support and frequent feedback to the student as he or she demonstrates understanding of each unit
percentile rank
nonlinguistic
curriculum chunking
positive interaction
21. Watching students interactions and learning behaviors
observation
responses
reliability
Jigsaw
22. Smaller number of particpants drawn from a total population
samples
interpersonal skills
think - pair - share
flexible grouping
23. Develop the response
tiered instruction
simulations
authentic assessments
formative evaluations
24. Based on mathematical transformation of a raw scores
cooperative learning
scaled scores
school - to - work
Summarizing and Note - taking
25. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
scaled scores
transfer
flexible grouping
lesson planning
26. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
transfer
anecdotal records
Hunter's Model
school - to - work
27. Used for students with memory difficulties or learning disabilties
differentiated instruction
raw score
authentic assessments
mnemonics
28. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
primary source documents
content standards
inquiry model
individual and group accontability
29. Realistic scenarios to consider during simulation
flexible grouping
linguistic
setting objectives and providing feedback
simulations
30. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reliability
reinforcing effort/providing recognition
Essential Nine
primary source documents
31. Test is found to be valid if it measures what it was designed to measure
responses
assigning home and practice
observation
validity
32. Double - entry page - graphic organziers - and SQ3R
summative evalutations
setting objectives and providing feedback
individual and group accontability
Summarizing and Note - taking
33. Students working together to solve problems or achieve goals
interdisciplinary instruction
technology
whole - group instrcution
cooperative learning
34. Demonstrate the grade and month of the school year to which a student score can be compared
tiered instruction
behavioral and cognitive objectives
grade - level equivalent scores
thematic instruction
35. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
emergent curriculum
journals
holistic scoring
samples
36. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
school - to - work
Jigsaw
curriculum frameworks
behavioral and cognitive objectives
37. What the student feels is his or her area of weakness or strength
portfolio
Essential Nine
self - evaluation
reinforcing effort/providing recognition
38. Showing a student what something is or how to do something
authentic assessments
samples
standard error of measurment
demonstrations
39. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
curriculum chunking
discussion
reinforcing effort/providing recognition
40. Reading or hearing
graphic organizer
linguistic
group processing
interpersonal skills
41. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
interpersonal skills
transfer
Student Teams Achievement Divisions (STAD)
technology
42. Helps prepare students' minds for instruction; research has found that learning increases when teachers focus on what is most important - not what students might think is the most interesting
service learning
analytical scoring
cues - questions - and advance organizers
reciprocal teaching
43. Opportunites to transition from the classroom to the workforce
norm - referenced tests
cooperative learning
school - to - work
simulations
44. Written work that makes connections between new and previously learned context
aptitude tests
interpersonal skills
essay
positive interaction
45. Partner check (complete work individually and then check with partner) - group investigation (students are assigned a topic and prepare a report or summary to share with the whole class)
project - based learning
demonstrations
curriculum compacting
grouping practices
46. Standarized tests (used against peer's scores)
anchored instruction
norm - referenced tests
positive interdependence
journals
47. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
anchored instruction
play
double - entry page
project - based learning
48. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
linguistic
standard deviation
Knowledge storage
essay
49. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
differentiated instruction
flexible grouping
thematic instruction
50. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
direct instruction
stanines
behavioral and cognitive objectives
mastery learning