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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. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
standards
anchored instruction
think - pair - share
percentile rank
2. Students working together to solve problems or achieve goals
mean - median - and mode
critical thinking
cooperative learning
technology
3. 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
cues - questions - and advance organizers
nonlinguistic
primary source documents
aptitude tests
4. Excursions off the main campus to acheive deeper meaning
formative evaluations
service learning
play
field trips
5. Essays - short - answer
double - entry page
flexible grouping
analytical scoring
behavioral and cognitive objectives
6. Focus on oberservable behaviors and focus on congnitive objectives
lesson planning
behavioral and cognitive objectives
quartiles
generating and testing hypotheses
7. Provides expectations for the knowlege stduents must demonstrate in specific content areas
simulations
differentiated instruction
content standards
portfolio
8. 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)
critical thinking
grouping practices
Numbered Heads together
interpersonal skills
9. Student must perform a task or generate his or her own response during assessment
positive interaction
performance assessments
interdisciplinary instruction
standards - based assessments
10. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
essay
assigning home and practice
discovery learning
graphic organizer
11. 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
assigning home and practice
school - to - work
curriculum chunking
anchored instruction
12. Measures student progress toward meeting goals based on local - state - and/or national goals
play
curriculum compacting
standards - based assessments
anticipatory set
13. Scoring guide used in assessments
demonstrations
independent study
rubrics
positive interaction
14. Home team - each student is then given a number - each student joins others with same number to become expert - home team comes together to teach others the lesson he/she learned
stanines
Numbered Heads together
essay
discovery learning
15. Measure a student's knowledge or proficiency in something that has been learned
Numbered Heads together
interdisciplinary instruction
cooperative learning
achievement tests
16. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
mean - median - and mode
generating and testing hypotheses
percentile rank
17. 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
school - to - work
direct instruction
project - based learning
anticipatory set
18. Realistic scenarios to consider during simulation
curriculum frameworks
setting objectives and providing feedback
simulations
self - evaluation
19. Organizing curriculum around large themes
thematic instruction
diagnostic evaluations
standard error of measurment
independent study
20. Combines service to the community with learning inside and outside the classroom
primary source documents
service learning
discovery learning
Knowledge storage
21. 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
group processing
quartiles
anchored instruction
differentiated instruction
22. Test is found to be valid if it measures what it was designed to measure
curriculum compacting
validity
performance assessments
anticipatory set
23. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
individual and group accontability
validity
SQ3R
24. Combining information from two or more content areas (English and history)
grade - level equivalent scores
flexible grouping
mnemonics
interdisciplinary instruction
25. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
nonlinguistic
positive interaction
Identifying similarities and differences
26. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
cues - questions - and advance organizers
anticipatory set
behavioral and cognitive objectives
journals
27. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
emergent curriculum
nonlinguistic
mastery learning
standard deviation
28. Teacher offers same core content to each student but provides varying levels of support for students
Essential Nine
tiered instruction
diagnostic evaluations
responses
29. Oral - written - or through visual performance
demonstrations
responses
Student Teams Achievement Divisions (STAD)
behavioral and cognitive objectives
30. Teacher/student discussion to improve comprehension
cues - questions - and advance organizers
responses
reciprocal teaching
interdisciplinary instruction
31. Specific expectations of what a student must know and be able to do
standards
questioning
tiered instruction
positive interdependence
32. Extent to which an assessment is consistent with its measures
validity
reliability
behavioral and cognitive objectives
transfer
33. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
emergent curriculum
project - based learning
service learning
quartiles
34. Standardized tests desired to measure ability to develop or acquire skills and knowledge
double - entry page
aptitude tests
summative evalutations
mnemonics
35. Double - entry page - graphic organziers - and SQ3R
independent study
school - to - work
Summarizing and Note - taking
technology
36. Nonlinguistic and linguistic
quartiles
validity
discussion
Knowledge storage
37. Where the student's score is in comparison to national or local norm
grade - level equivalent scores
performance assessments
Essential Nine
percentile rank
38. 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
positive interaction
reinforcing effort/providing recognition
group processing
curriculum compacting
39. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
simulations
questioning
interpersonal skills
40. Set the level of performance expectation for students; set at state level
direct instruction
performance standards
performance assessments
reciprocal teaching
41. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
thematic instruction
holistic scoring
cooperative learning
self - evaluation
42. Groups that change as the students' learnng needs change
tiered instruction
flexible grouping
journals
Knowledge storage
43. Equivalent number of questions he or she answered correctly
raw score
project - based learning
linguistic
tiered instruction
44. In original unaltered form
questioning
primary source documents
summative evalutations
holistic scoring
45. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
graphic organizer
Student Teams Achievement Divisions (STAD)
journals
project - based learning
46. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
simulations
individual and group accontability
differentiated instruction
primary source documents
47. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
norm - referenced tests
summative evalutations
technology
48. Visual - kinesthetic - whole body
nonlinguistic
reciprocal teaching
performance assessments
lesson planning
49. Demonstrate the grade and month of the school year to which a student score can be compared
samples
reciprocal teaching
raw score
grade - level equivalent scores
50. Grade - level expectations or mastery (teacher - made or textbood made exam)
performance standards
reciprocal teaching
raw score
criterion - referenced tests