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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. Excursions off the main campus to acheive deeper meaning
criterion - referenced tests
responses
individual and group accontability
field trips
2. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
simulations
performance assessments
Knowledge storage
3. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
generating and testing hypotheses
graphic organizer
Jigsaw
individual and group accontability
4. Equivalent number of questions he or she answered correctly
project - based learning
technology
field trips
raw score
5. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
think - pair - share
rubrics
responses
discussion
6. Opportunites to transition from the classroom to the workforce
think - pair - share
school - to - work
nonlinguistic
standard error of measurment
7. 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
diagnostic evaluations
transfer
raw score
curriculum chunking
8. What the student feels is his or her area of weakness or strength
tiered instruction
school - to - work
observation
self - evaluation
9. Measure a student's knowledge or proficiency in something that has been learned
behavioral and cognitive objectives
achievement tests
criterion - referenced tests
SQ3R
10. Written work that makes connections between new and previously learned context
thematic instruction
play
behavioral and cognitive objectives
essay
11. Small groups or pairs to solve a problem or learn more about topic
formative evaluations
technology
performance assessments
project - based learning
12. Visual - kinesthetic - whole body
curriculum frameworks
quartiles
nonlinguistic
flexible grouping
13. Instructional strategies suggested by researchers that improve achievement across the content area
independent study
discussion
standard deviation
Essential Nine
14. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
inquiry model
lesson planning
interdisciplinary instruction
15. Nonlinguistic and linguistic
self - evaluation
authentic assessments
Knowledge storage
portfolio
16. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
generating and testing hypotheses
independent study
grouping practices
17. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
raw score
nonlinguistic
formative evaluations
anecdotal records
18. Extent to which an assessment is consistent with its measures
scaled scores
anticipatory set
standards - based assessments
reliability
19. Effective teaching model of lessons
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20. In original unaltered form
curriculum chunking
positive interdependence
independent study
primary source documents
21. Responding to a wide range of abilities present in the classroom
group processing
cooperative learning
SQ3R
differentiated instruction
22. Realistic scenarios to consider during simulation
anchored instruction
rubrics
mnemonics
simulations
23. 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)
questioning
Student Teams Achievement Divisions (STAD)
Summarizing and Note - taking
rubrics
24. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
lesson planning
scaled scores
direct instruction
25. Student must work together to successfully accomplish task
self - evaluation
scaled scores
rubrics
positive interdependence
26. Oral - written - or through visual performance
raw score
responses
anticipatory set
formative evaluations
27. Teacher offers same core content to each student but provides varying levels of support for students
independent study
mean - median - and mode
essay
tiered instruction
28. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
graphic organizer
validity
stanines
curriculum chunking
29. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
whole - group instrcution
inquiry model
achievement tests
grade - level equivalent scores
30. 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)
Essential Nine
raw score
setting objectives and providing feedback
play
31. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
samples
validity
discovery learning
thematic instruction
32. Interaction that promotes face - to - face or individual interaction and relationships
graphic organizer
positive interaction
emergent curriculum
demonstrations
33. 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
Jigsaw
Knowledge storage
performance assessments
Hunter's Model
34. Showing a student what something is or how to do something
demonstrations
school - to - work
cooperative learning
thematic instruction
35. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
observation
play
questioning
diagnostic evaluations
36. 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
positive interaction
quartiles
samples
SQ3R
37. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
nonlinguistic
differentiated instruction
holistic scoring
whole - group instrcution
38. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
Jigsaw
curriculum frameworks
Hunter's Model
reinforcing effort/providing recognition
39. Smaller number of particpants drawn from a total population
stanines
samples
essay
service learning
40. Collection of products that reflect progress in a content area
setting objectives and providing feedback
portfolio
emergent curriculum
observation
41. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
diagnostic evaluations
curriculum frameworks
learning centers
direct instruction
42. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
stanines
mastery learning
formative evaluations
differentiated instruction
43. Students work as a class to read - discuss - or solve problem (don't use all the time)
portfolio
whole - group instrcution
field trips
flexible grouping
44. 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
project - based learning
curriculum chunking
anticipatory set
responses
45. Measures student progress toward meeting goals based on local - state - and/or national goals
project - based learning
standards - based assessments
flexible grouping
setting objectives and providing feedback
46. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
technology
standard deviation
simulations
learning centers
47. Organizing curriculum around large themes
curriculum chunking
thematic instruction
curriculum compacting
tiered instruction
48. 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
whole - group instrcution
Jigsaw
cues - questions - and advance organizers
anecdotal records
49. Teacher/student discussion to improve comprehension
observation
Numbered Heads together
whole - group instrcution
reciprocal teaching
50. Specific expectations of what a student must know and be able to do
self - evaluation
standards
stanines
aptitude tests