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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. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
holistic scoring
curriculum frameworks
critical thinking
2. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
inquiry model
holistic scoring
stanines
graphic organizer
3. 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
project - based learning
diagnostic evaluations
SQ3R
lesson planning
4. Standardized tests desired to measure ability to develop or acquire skills and knowledge
reinforcing effort/providing recognition
aptitude tests
service learning
simulations
5. Excursions off the main campus to acheive deeper meaning
graphic organizer
diagnostic evaluations
validity
field trips
6. Student must perform a task or generate his or her own response during assessment
mastery learning
performance assessments
demonstrations
content standards
7. 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)
setting objectives and providing feedback
standards
primary source documents
Essential Nine
8. Essays - short - answer
flexible grouping
standards
analytical scoring
tiered instruction
9. Combining information from two or more content areas (English and history)
emergent curriculum
interdisciplinary instruction
percentile rank
rubrics
10. Teacher offers same core content to each student but provides varying levels of support for students
whole - group instrcution
samples
tiered instruction
assigning home and practice
11. Student must work together to successfully accomplish task
grade - level equivalent scores
Jigsaw
differentiated instruction
positive interdependence
12. Specific expectations of what a student must know and be able to do
demonstrations
standards
journals
samples
13. Extended practice of lesson that is meaninful (time - limit appropriate)
setting objectives and providing feedback
assigning home and practice
linguistic
Identifying similarities and differences
14. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
primary source documents
standards
quartiles
double - entry page
15. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
differentiated instruction
performance standards
percentile rank
learning centers
16. Combines service to the community with learning inside and outside the classroom
interdisciplinary instruction
critical thinking
flexible grouping
service learning
17. Extent to which an assessment is consistent with its measures
reliability
grade - level equivalent scores
standards - based assessments
mnemonics
18. Where the student's score is in comparison to national or local norm
curriculum frameworks
think - pair - share
interpersonal skills
percentile rank
19. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
content standards
mnemonics
play
field trips
20. Mean = average median = midpoint mode= most common
reciprocal teaching
summative evalutations
diagnostic evaluations
mean - median - and mode
21. Scoring guide used in assessments
performance assessments
Hunter's Model
rubrics
flexible grouping
22. Watching students interactions and learning behaviors
performance assessments
diagnostic evaluations
observation
thematic instruction
23. Opportunites to transition from the classroom to the workforce
individual and group accontability
curriculum compacting
grade - level equivalent scores
school - to - work
24. Equivalent number of questions he or she answered correctly
raw score
nonlinguistic
anticipatory set
criterion - referenced tests
25. Deciding what to believe or what to do
samples
critical thinking
curriculum compacting
portfolio
26. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
grade - level equivalent scores
mnemonics
formative evaluations
27. Test is found to be valid if it measures what it was designed to measure
think - pair - share
interpersonal skills
positive interdependence
validity
28. Grade - level expectations or mastery (teacher - made or textbood made exam)
cooperative learning
portfolio
mastery learning
criterion - referenced tests
29. Based on mathematical transformation of a raw scores
grade - level equivalent scores
quartiles
technology
scaled scores
30. Visual - kinesthetic - whole body
holistic scoring
achievement tests
service learning
nonlinguistic
31. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
individual and group accontability
positive interdependence
Hunter's Model
32. Oral - written - or through visual performance
Knowledge storage
portfolio
responses
standard error of measurment
33. Focus on oberservable behaviors and focus on congnitive objectives
grade - level equivalent scores
service learning
curriculum chunking
behavioral and cognitive objectives
34. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
standard deviation
individual and group accontability
think - pair - share
whole - group instrcution
35. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
anticipatory set
Identifying similarities and differences
reinforcing effort/providing recognition
interdisciplinary instruction
36. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
summative evalutations
school - to - work
think - pair - share
thematic instruction
37. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
diagnostic evaluations
quartiles
linguistic
direct instruction
38. Instructional strategies suggested by researchers that improve achievement across the content area
portfolio
technology
simulations
Essential Nine
39. 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
assigning home and practice
project - based learning
generating and testing hypotheses
questioning
40. 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
Knowledge storage
primary source documents
mean - median - and mode
curriculum chunking
41. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
reinforcing effort/providing recognition
holistic scoring
journals
independent study
42. Small groups or pairs to solve a problem or learn more about topic
project - based learning
performance standards
journals
learning centers
43. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
nonlinguistic
whole - group instrcution
grouping practices
independent study
44. Interests of the children (early childhood - based)
generating and testing hypotheses
emergent curriculum
service learning
group processing
45. Provides expectations for the knowlege stduents must demonstrate in specific content areas
standard deviation
primary source documents
content standards
curriculum compacting
46. Develop the response
authentic assessments
standard deviation
linguistic
project - based learning
47. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
inquiry model
positive interaction
positive interdependence
direct instruction
48. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
Student Teams Achievement Divisions (STAD)
quartiles
summative evalutations
standard error of measurment
49. Effective teaching model of lessons
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50. Students must be taught and learn to use teamwork and positive social skills when working with others
mean - median - and mode
interpersonal skills
stanines
discussion