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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. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
raw score
reinforcing effort/providing recognition
standard deviation
curriculum chunking
2. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
play
flexible grouping
formative evaluations
holistic scoring
3. Reading or hearing
school - to - work
curriculum chunking
interdisciplinary instruction
linguistic
4. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
discovery learning
portfolio
cooperative learning
5. 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
double - entry page
rubrics
curriculum compacting
reliability
6. Measures student progress toward meeting goals based on local - state - and/or national goals
portfolio
mastery learning
standards - based assessments
samples
7. Scoring guide used in assessments
rubrics
norm - referenced tests
reciprocal teaching
Essential Nine
8. Interests of the children (early childhood - based)
whole - group instrcution
independent study
service learning
emergent curriculum
9. Written work that makes connections between new and previously learned context
Essential Nine
samples
behavioral and cognitive objectives
essay
10. Provides expectations for the knowlege stduents must demonstrate in specific content areas
interdisciplinary instruction
raw score
play
content standards
11. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
reinforcing effort/providing recognition
portfolio
learning centers
play
12. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
field trips
reliability
questioning
13. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
group processing
questioning
quartiles
14. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
achievement tests
reciprocal teaching
observation
15. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
Essential Nine
service learning
validity
standard error of measurment
16. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
whole - group instrcution
thematic instruction
group processing
17. Mean = average median = midpoint mode= most common
raw score
anecdotal records
discovery learning
mean - median - and mode
18. Excursions off the main campus to acheive deeper meaning
analytical scoring
flexible grouping
field trips
technology
19. 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
self - evaluation
anticipatory set
Numbered Heads together
Knowledge storage
20. Combines service to the community with learning inside and outside the classroom
raw score
service learning
summative evalutations
project - based learning
21. 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
Hunter's Model
essay
reliability
22. Students working together to solve problems or achieve goals
standard deviation
cooperative learning
cues - questions - and advance organizers
Jigsaw
23. 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
anchored instruction
interpersonal skills
grade - level equivalent scores
generating and testing hypotheses
24. Set the level of performance expectation for students; set at state level
individual and group accontability
achievement tests
flexible grouping
performance standards
25. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
Knowledge storage
cues - questions - and advance organizers
Summarizing and Note - taking
26. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
stanines
simulations
interdisciplinary instruction
group processing
27. Students work as a class to read - discuss - or solve problem (don't use all the time)
double - entry page
positive interaction
positive interdependence
whole - group instrcution
28. Nonlinguistic and linguistic
SQ3R
behavioral and cognitive objectives
mastery learning
Knowledge storage
29. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
setting objectives and providing feedback
performance assessments
Identifying similarities and differences
mean - median - and mode
30. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
self - evaluation
independent study
aptitude tests
achievement tests
31. Double - entry page - graphic organziers - and SQ3R
tiered instruction
portfolio
samples
Summarizing and Note - taking
32. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
lesson planning
raw score
service learning
curriculum frameworks
33. Groups that change as the students' learnng needs change
Jigsaw
essay
flexible grouping
Knowledge storage
34. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
norm - referenced tests
graphic organizer
discussion
cues - questions - and advance organizers
35. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
authentic assessments
stanines
think - pair - share
demonstrations
36. Based on mathematical transformation of a raw scores
lesson planning
demonstrations
scaled scores
stanines
37. Teacher/student discussion to improve comprehension
anchored instruction
reciprocal teaching
standard deviation
scaled scores
38. What the student feels is his or her area of weakness or strength
service learning
analytical scoring
self - evaluation
cooperative learning
39. Students must be taught and learn to use teamwork and positive social skills when working with others
setting objectives and providing feedback
curriculum chunking
anchored instruction
interpersonal skills
40. Small groups or pairs to solve a problem or learn more about topic
project - based learning
thematic instruction
transfer
Knowledge storage
41. 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
demonstrations
cues - questions - and advance organizers
generating and testing hypotheses
interdisciplinary instruction
42. 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
grouping practices
reciprocal teaching
field trips
anchored instruction
43. Standardized tests desired to measure ability to develop or acquire skills and knowledge
essay
formative evaluations
aptitude tests
mean - median - and mode
44. Student must perform a task or generate his or her own response during assessment
performance assessments
reciprocal teaching
cooperative learning
critical thinking
45. Collection of products that reflect progress in a content area
observation
portfolio
simulations
scaled scores
46. Effective teaching model of lessons
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47. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
raw score
Numbered Heads together
lesson planning
48. Grade - level expectations or mastery (teacher - made or textbood made exam)
aptitude tests
Jigsaw
criterion - referenced tests
play
49. 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
flexible grouping
curriculum chunking
interdisciplinary instruction
diagnostic evaluations
50. Given before teaching so teachers understand areas of weaknesses
inquiry model
Hunter's Model
individual and group accontability
diagnostic evaluations