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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. 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
direct instruction
Jigsaw
rubrics
samples
2. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
reinforcing effort/providing recognition
scaled scores
independent study
service learning
3. Visual - kinesthetic - whole body
nonlinguistic
Hunter's Model
reciprocal teaching
curriculum compacting
4. Specific expectations of what a student must know and be able to do
standards
discovery learning
graphic organizer
service learning
5. Responding to a wide range of abilities present in the classroom
reinforcing effort/providing recognition
differentiated instruction
critical thinking
validity
6. Interaction that promotes face - to - face or individual interaction and relationships
Jigsaw
positive interaction
percentile rank
SQ3R
7. Opportunites to transition from the classroom to the workforce
self - evaluation
school - to - work
performance standards
group processing
8. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
positive interdependence
stanines
graphic organizer
learning centers
9. Smaller number of particpants drawn from a total population
field trips
responses
group processing
samples
10. Oral - written - or through visual performance
emergent curriculum
grouping practices
summative evalutations
responses
11. 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)
anchored instruction
thematic instruction
stanines
setting objectives and providing feedback
12. Extended practice of lesson that is meaninful (time - limit appropriate)
standards
quartiles
assigning home and practice
setting objectives and providing feedback
13. Excursions off the main campus to acheive deeper meaning
field trips
standards
direct instruction
critical thinking
14. Teacher/student discussion to improve comprehension
reciprocal teaching
samples
setting objectives and providing feedback
tiered instruction
15. 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
anchored instruction
samples
generating and testing hypotheses
curriculum chunking
16. Collection of products that reflect progress in a content area
analytical scoring
service learning
emergent curriculum
portfolio
17. Based on mathematical transformation of a raw scores
Jigsaw
raw score
scaled scores
SQ3R
18. Reading or hearing
Identifying similarities and differences
linguistic
thematic instruction
project - based learning
19. Deciding what to believe or what to do
percentile rank
reinforcing effort/providing recognition
critical thinking
reciprocal teaching
20. Groups that change as the students' learnng needs change
primary source documents
samples
flexible grouping
SQ3R
21. What the student feels is his or her area of weakness or strength
observation
cues - questions - and advance organizers
essay
self - evaluation
22. Small groups or pairs to solve a problem or learn more about topic
positive interaction
percentile rank
school - to - work
project - based learning
23. 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)
grouping practices
rubrics
interpersonal skills
essay
24. Students must be taught and learn to use teamwork and positive social skills when working with others
Numbered Heads together
interpersonal skills
norm - referenced tests
inquiry model
25. Student must perform a task or generate his or her own response during assessment
stanines
performance assessments
Jigsaw
independent study
26. 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
achievement tests
transfer
scaled scores
cues - questions - and advance organizers
27. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
standards - based assessments
mastery learning
think - pair - share
28. Mean = average median = midpoint mode= most common
service learning
content standards
mean - median - and mode
Essential Nine
29. Effective teaching model of lessons
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30. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
whole - group instrcution
think - pair - share
journals
authentic assessments
31. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
curriculum chunking
grade - level equivalent scores
essay
journals
32. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
curriculum compacting
performance assessments
curriculum frameworks
33. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
grade - level equivalent scores
samples
Summarizing and Note - taking
Student Teams Achievement Divisions (STAD)
34. Watching students interactions and learning behaviors
discussion
observation
demonstrations
reciprocal teaching
35. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
differentiated instruction
reciprocal teaching
mastery learning
norm - referenced tests
36. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
critical thinking
play
analytical scoring
discovery learning
37. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
behavioral and cognitive objectives
school - to - work
transfer
38. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
Identifying similarities and differences
positive interaction
inquiry model
Numbered Heads together
39. Realistic scenarios to consider during simulation
scaled scores
simulations
positive interdependence
nonlinguistic
40. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
Summarizing and Note - taking
holistic scoring
double - entry page
raw score
41. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
responses
setting objectives and providing feedback
validity
42. Student must work together to successfully accomplish task
positive interdependence
demonstrations
play
diagnostic evaluations
43. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
inquiry model
standard deviation
Numbered Heads together
rubrics
44. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
grade - level equivalent scores
observation
mean - median - and mode
45. In original unaltered form
anchored instruction
reinforcing effort/providing recognition
primary source documents
performance assessments
46. Set the level of performance expectation for students; set at state level
scaled scores
service learning
positive interdependence
performance standards
47. Scoring guide used in assessments
thematic instruction
rubrics
graphic organizer
curriculum frameworks
48. Develop the response
performance assessments
primary source documents
authentic assessments
individual and group accontability
49. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
graphic organizer
Identifying similarities and differences
reliability
interdisciplinary instruction
50. Students work as a class to read - discuss - or solve problem (don't use all the time)
reliability
cooperative learning
whole - group instrcution
interpersonal skills