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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. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






2. Focus on oberservable behaviors and focus on congnitive objectives






3. Watching students interactions and learning behaviors






4. In original unaltered form






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






6. Visual - kinesthetic - whole body






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






8. Reading or hearing






9. Provides expectations for the knowlege stduents must demonstrate in specific content areas






10. Deciding what to believe or what to do






11. 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






12. Combines service to the community with learning inside and outside the classroom






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






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






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






16. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






17. 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






18. Demonstrate the grade and month of the school year to which a student score can be compared






19. Students working together to solve problems or achieve goals






20. Develop the response






21. 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)






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






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






24. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






25. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






26. Small groups or pairs to solve a problem or learn more about topic






27. 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)






28. Student must perform a task or generate his or her own response during assessment






29. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






30. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






31. Nonlinguistic and linguistic






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






33. Teacher offers same core content to each student but provides varying levels of support for students






34. 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






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






36. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






37. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






38. 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)






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






40. Where the student's score is in comparison to national or local norm






41. 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






42. Combining information from two or more content areas (English and history)






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






44. Specific expectations of what a student must know and be able to do






45. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






46. What the student feels is his or her area of weakness or strength






47. Teacher/student discussion to improve comprehension






48. 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






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






50. 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