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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. In original unaltered form
direct instruction
diagnostic evaluations
primary source documents
quartiles
2. 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
mnemonics
cues - questions - and advance organizers
validity
3. Smaller number of particpants drawn from a total population
self - evaluation
samples
curriculum chunking
think - pair - share
4. Effective teaching model of lessons
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5. Reading or hearing
summative evalutations
linguistic
rubrics
analytical scoring
6. Tool for learning in schools today
technology
individual and group accontability
Student Teams Achievement Divisions (STAD)
stanines
7. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
emergent curriculum
scaled scores
holistic scoring
discovery learning
8. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
Numbered Heads together
differentiated instruction
reinforcing effort/providing recognition
lesson planning
9. Interests of the children (early childhood - based)
emergent curriculum
project - based learning
discussion
authentic assessments
10. 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
double - entry page
cues - questions - and advance organizers
standard deviation
generating and testing hypotheses
11. Double - entry page - graphic organziers - and SQ3R
reinforcing effort/providing recognition
assigning home and practice
critical thinking
Summarizing and Note - taking
12. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
essay
Identifying similarities and differences
standard error of measurment
primary source documents
13. Opportunites to transition from the classroom to the workforce
school - to - work
summative evalutations
portfolio
standard deviation
14. Develop the response
Identifying similarities and differences
authentic assessments
differentiated instruction
norm - referenced tests
15. Students working together to solve problems or achieve goals
tiered instruction
demonstrations
Knowledge storage
cooperative learning
16. 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)
raw score
cues - questions - and advance organizers
independent study
grouping practices
17. Oral - written - or through visual performance
summative evalutations
reciprocal teaching
responses
validity
18. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
grade - level equivalent scores
Student Teams Achievement Divisions (STAD)
tiered instruction
group processing
19. Demonstrate the grade and month of the school year to which a student score can be compared
interpersonal skills
cues - questions - and advance organizers
norm - referenced tests
grade - level equivalent scores
20. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
graphic organizer
discussion
essay
emergent curriculum
21. Mean = average median = midpoint mode= most common
standards - based assessments
summative evalutations
mean - median - and mode
performance standards
22. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
performance assessments
Hunter's Model
play
double - entry page
23. Scoring guide used in assessments
self - evaluation
rubrics
tiered instruction
stanines
24. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
project - based learning
behavioral and cognitive objectives
standard error of measurment
25. 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
demonstrations
curriculum compacting
grouping practices
validity
26. Teacher offers same core content to each student but provides varying levels of support for students
standards
curriculum chunking
tiered instruction
standard error of measurment
27. Provides expectations for the knowlege stduents must demonstrate in specific content areas
double - entry page
raw score
curriculum chunking
content standards
28. Combining information from two or more content areas (English and history)
scaled scores
interdisciplinary instruction
direct instruction
performance standards
29. Standarized tests (used against peer's scores)
demonstrations
diagnostic evaluations
norm - referenced tests
double - entry page
30. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
grade - level equivalent scores
standards - based assessments
authentic assessments
31. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
mnemonics
Student Teams Achievement Divisions (STAD)
anecdotal records
32. Test is found to be valid if it measures what it was designed to measure
observation
validity
Identifying similarities and differences
anticipatory set
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
observation
self - evaluation
transfer
34. Based on mathematical transformation of a raw scores
curriculum chunking
positive interaction
diagnostic evaluations
scaled scores
35. Visual - kinesthetic - whole body
mean - median - and mode
graphic organizer
cues - questions - and advance organizers
nonlinguistic
36. Showing a student what something is or how to do something
self - evaluation
demonstrations
Hunter's Model
differentiated instruction
37. 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
standard error of measurment
double - entry page
anticipatory set
service learning
38. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
holistic scoring
diagnostic evaluations
setting objectives and providing feedback
39. Written work that makes connections between new and previously learned context
standards
essay
percentile rank
Essential Nine
40. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
inquiry model
achievement tests
formative evaluations
interdisciplinary instruction
41. Extent to which an assessment is consistent with its measures
summative evalutations
thematic instruction
reliability
raw score
42. Combines service to the community with learning inside and outside the classroom
standards
norm - referenced tests
service learning
anticipatory set
43. Where the student's score is in comparison to national or local norm
percentile rank
mnemonics
independent study
think - pair - share
44. Measures student progress toward meeting goals based on local - state - and/or national goals
essay
standards - based assessments
criterion - referenced tests
reliability
45. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
positive interdependence
double - entry page
reinforcing effort/providing recognition
Identifying similarities and differences
46. Teacher/student discussion to improve comprehension
cooperative learning
formative evaluations
anchored instruction
reciprocal teaching
47. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
Identifying similarities and differences
anticipatory set
curriculum frameworks
service learning
48. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
thematic instruction
quartiles
double - entry page
summative evalutations
49. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
setting objectives and providing feedback
technology
tiered instruction
anecdotal records
50. Used for students with memory difficulties or learning disabilties
mnemonics
reliability
individual and group accontability
Numbered Heads together