Test your basic knowledge |

Praxis Instruction And Assessment

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. 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






2. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






3. Excursions off the main campus to acheive deeper meaning






4. Students work as a class to read - discuss - or solve problem (don't use all the time)






5. Deciding what to believe or what to do






6. Instructional strategies suggested by researchers that improve achievement across the content area






7. Responding to a wide range of abilities present in the classroom






8. Develop the response






9. Scoring guide used in assessments






10. Organizing curriculum around large themes






11. Interests of the children (early childhood - based)






12. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






13. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






14. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






15. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






16. Double - entry page - graphic organziers - and SQ3R






17. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






18. Extended practice of lesson that is meaninful (time - limit appropriate)






19. Used for students with memory difficulties or learning disabilties






20. 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






21. Watching students interactions and learning behaviors






22. Tool for learning in schools today






23. Collection of products that reflect progress in a content area






24. Oral - written - or through visual performance






25. Based on mathematical transformation of a raw scores






26. Smaller number of particpants drawn from a total population






27. Grade - level expectations or mastery (teacher - made or textbood made exam)






28. Interaction that promotes face - to - face or individual interaction and relationships






29. Students must be taught and learn to use teamwork and positive social skills when working with others






30. Given before teaching so teachers understand areas of weaknesses






31. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






32. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






33. Focus on oberservable behaviors and focus on congnitive objectives






34. Opportunites to transition from the classroom to the workforce






35. 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)






36. Standardized tests desired to measure ability to develop or acquire skills and knowledge






37. Extent to which an assessment is consistent with its measures






38. Measure a student's knowledge or proficiency in something that has been learned






39. Test is found to be valid if it measures what it was designed to measure






40. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






41. Groups that change as the students' learnng needs change






42. Standarized tests (used against peer's scores)






43. 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






44. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






45. Set the level of performance expectation for students; set at state level






46. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






47. 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)






48. 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)






49. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






50. Essays - short - answer