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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. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
generating and testing hypotheses
samples
curriculum compacting
2. In original unaltered form
think - pair - share
learning centers
aptitude tests
primary source documents
3. Deciding what to believe or what to do
critical thinking
learning centers
nonlinguistic
linguistic
4. Set the level of performance expectation for students; set at state level
performance standards
cues - questions - and advance organizers
group processing
flexible grouping
5. Tool for learning in schools today
play
quartiles
technology
critical thinking
6. Given before teaching so teachers understand areas of weaknesses
think - pair - share
mastery learning
scaled scores
diagnostic evaluations
7. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
direct instruction
technology
performance assessments
8. Mean = average median = midpoint mode= most common
diagnostic evaluations
mean - median - and mode
learning centers
cooperative learning
9. Standarized tests (used against peer's scores)
norm - referenced tests
anecdotal records
simulations
criterion - referenced tests
10. Students working together to solve problems or achieve goals
flexible grouping
Identifying similarities and differences
cooperative learning
differentiated instruction
11. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
play
diagnostic evaluations
authentic assessments
12. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
Student Teams Achievement Divisions (STAD)
grade - level equivalent scores
quartiles
cooperative learning
13. Equivalent number of questions he or she answered correctly
Numbered Heads together
criterion - referenced tests
raw score
summative evalutations
14. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
group processing
anchored instruction
rubrics
double - entry page
15. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
anchored instruction
norm - referenced tests
interdisciplinary instruction
16. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
validity
performance assessments
curriculum chunking
17. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
direct instruction
inquiry model
percentile rank
cooperative learning
18. Instructional strategies suggested by researchers that improve achievement across the content area
Student Teams Achievement Divisions (STAD)
generating and testing hypotheses
Essential Nine
cooperative learning
19. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
learning centers
questioning
reinforcing effort/providing recognition
discovery learning
20. Oral - written - or through visual performance
SQ3R
responses
observation
summative evalutations
21. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
interdisciplinary instruction
graphic organizer
field trips
play
22. Scoring guide used in assessments
analytical scoring
setting objectives and providing feedback
formative evaluations
rubrics
23. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
summative evalutations
graphic organizer
criterion - referenced tests
24. 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
mnemonics
curriculum chunking
double - entry page
cues - questions - and advance organizers
25. Responding to a wide range of abilities present in the classroom
Student Teams Achievement Divisions (STAD)
content standards
differentiated instruction
interdisciplinary instruction
26. 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
diagnostic evaluations
percentile rank
generating and testing hypotheses
nonlinguistic
27. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
transfer
portfolio
learning centers
Identifying similarities and differences
28. Extent to which an assessment is consistent with its measures
quartiles
reliability
behavioral and cognitive objectives
school - to - work
29. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
nonlinguistic
performance assessments
norm - referenced tests
30. Organizing curriculum around large themes
discovery learning
learning centers
thematic instruction
summative evalutations
31. Essays - short - answer
analytical scoring
aptitude tests
whole - group instrcution
authentic assessments
32. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
holistic scoring
double - entry page
setting objectives and providing feedback
33. What the student feels is his or her area of weakness or strength
reciprocal teaching
tiered instruction
flexible grouping
self - evaluation
34. Standardized tests desired to measure ability to develop or acquire skills and knowledge
differentiated instruction
simulations
Identifying similarities and differences
aptitude tests
35. Excursions off the main campus to acheive deeper meaning
interpersonal skills
field trips
journals
standard deviation
36. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
school - to - work
curriculum compacting
independent study
mastery learning
37. 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)
setting objectives and providing feedback
Hunter's Model
mean - median - and mode
curriculum compacting
38. Grade - level expectations or mastery (teacher - made or textbood made exam)
curriculum compacting
cues - questions - and advance organizers
criterion - referenced tests
setting objectives and providing feedback
39. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
primary source documents
discussion
play
self - evaluation
40. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
journals
achievement tests
interdisciplinary instruction
41. Showing a student what something is or how to do something
demonstrations
differentiated instruction
play
journals
42. Demonstrate the grade and month of the school year to which a student score can be compared
performance standards
aptitude tests
grade - level equivalent scores
Jigsaw
43. Nonlinguistic and linguistic
lesson planning
Knowledge storage
emergent curriculum
cues - questions - and advance organizers
44. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
nonlinguistic
summative evalutations
independent study
45. Focus on oberservable behaviors and focus on congnitive objectives
achievement tests
positive interaction
Hunter's Model
behavioral and cognitive objectives
46. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
play
lesson planning
self - evaluation
samples
47. Smaller number of particpants drawn from a total population
anticipatory set
curriculum compacting
critical thinking
samples
48. Measure a student's knowledge or proficiency in something that has been learned
thematic instruction
cues - questions - and advance organizers
Student Teams Achievement Divisions (STAD)
achievement tests
49. 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
inquiry model
quartiles
discussion
curriculum compacting
50. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
individual and group accontability
think - pair - share
anchored instruction
standard error of measurment