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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. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge
anticipatory set
criterion - referenced tests
curriculum frameworks
learning centers
2. Instructional materials are divided and then studied by individuals or pairs of students. After they become experts on their sections of information they share the information with the group
independent study
transfer
Numbered Heads together
Jigsaw
3. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
Essential Nine
flexible grouping
summative evalutations
grouping practices
4. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
validity
SQ3R
quartiles
performance standards
5. Realistic scenarios to consider during simulation
positive interdependence
standards
simulations
curriculum chunking
6. Grade - level expectations or mastery (teacher - made or textbood made exam)
differentiated instruction
whole - group instrcution
graphic organizer
criterion - referenced tests
7. Students must be taught and learn to use teamwork and positive social skills when working with others
percentile rank
positive interaction
curriculum compacting
interpersonal skills
8. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
stanines
journals
mastery learning
nonlinguistic
9. Small groups or pairs to solve a problem or learn more about topic
direct instruction
Summarizing and Note - taking
project - based learning
reinforcing effort/providing recognition
10. Written work that makes connections between new and previously learned context
essay
reinforcing effort/providing recognition
service learning
tiered instruction
11. 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
Hunter's Model
independent study
setting objectives and providing feedback
cues - questions - and advance organizers
12. Set the level of performance expectation for students; set at state level
Identifying similarities and differences
questioning
performance assessments
performance standards
13. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
interpersonal skills
cooperative learning
Knowledge storage
14. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
transfer
discussion
journals
15. Extent to which an assessment is consistent with its measures
cooperative learning
quartiles
reliability
mean - median - and mode
16. Collection of products that reflect progress in a content area
curriculum chunking
demonstrations
portfolio
independent study
17. Standardized tests desired to measure ability to develop or acquire skills and knowledge
inquiry model
aptitude tests
thematic instruction
samples
18. Test is found to be valid if it measures what it was designed to measure
direct instruction
raw score
reciprocal teaching
validity
19. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
reinforcing effort/providing recognition
Jigsaw
primary source documents
20. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
reinforcing effort/providing recognition
standard error of measurment
nonlinguistic
self - evaluation
21. Oral - written - or through visual performance
individual and group accontability
mnemonics
anchored instruction
responses
22. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
project - based learning
behavioral and cognitive objectives
standard error of measurment
23. 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
discovery learning
nonlinguistic
curriculum compacting
mastery learning
24. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
standards
achievement tests
standards - based assessments
25. Organizing curriculum around large themes
scaled scores
thematic instruction
school - to - work
aptitude tests
26. Student must perform a task or generate his or her own response during assessment
grouping practices
reliability
Hunter's Model
performance assessments
27. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
anchored instruction
transfer
interdisciplinary instruction
positive interdependence
28. Interests of the children (early childhood - based)
critical thinking
school - to - work
quartiles
emergent curriculum
29. Instructional apporach that ties information to an anchor; student uses concrete applications of the concept being taught (anchor) to connect what he or she is learning to a concrete experience
anchored instruction
grouping practices
emergent curriculum
Numbered Heads together
30. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
self - evaluation
setting objectives and providing feedback
mastery learning
anticipatory set
31. Deciding what to believe or what to do
self - evaluation
interpersonal skills
critical thinking
independent study
32. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
quartiles
responses
curriculum compacting
individual and group accontability
33. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
Identifying similarities and differences
percentile rank
independent study
34. Measures student progress toward meeting goals based on local - state - and/or national goals
Knowledge storage
formative evaluations
learning centers
standards - based assessments
35. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
performance standards
primary source documents
behavioral and cognitive objectives
36. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
mean - median - and mode
setting objectives and providing feedback
stanines
Hunter's Model
37. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
group processing
inquiry model
think - pair - share
percentile rank
38. Based on mathematical transformation of a raw scores
Jigsaw
scaled scores
aptitude tests
graphic organizer
39. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
technology
journals
SQ3R
double - entry page
40. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
behavioral and cognitive objectives
direct instruction
validity
school - to - work
41. Nonlinguistic and linguistic
Knowledge storage
portfolio
Summarizing and Note - taking
mastery learning
42. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
Identifying similarities and differences
group processing
essay
cooperative learning
43. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
authentic assessments
achievement tests
tiered instruction
44. Equivalent number of questions he or she answered correctly
nonlinguistic
inquiry model
performance standards
raw score
45. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
curriculum compacting
setting objectives and providing feedback
primary source documents
Identifying similarities and differences
46. Home team - each student is then given a number - each student joins others with same number to become expert - home team comes together to teach others the lesson he/she learned
Numbered Heads together
group processing
responses
observation
47. Focus on oberservable behaviors and focus on congnitive objectives
positive interaction
independent study
behavioral and cognitive objectives
Identifying similarities and differences
48. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
demonstrations
think - pair - share
assigning home and practice
graphic organizer
49. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
individual and group accontability
norm - referenced tests
holistic scoring
criterion - referenced tests
50. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
individual and group accontability
direct instruction
independent study
Jigsaw