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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. Teacher/student discussion to improve comprehension






2. Extended practice of lesson that is meaninful (time - limit appropriate)






3. 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)






4. Mean = average median = midpoint mode= most common






5. Set the level of performance expectation for students; set at state level






6. Tool for learning in schools today






7. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






8. 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






9. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






10. Double - entry page - graphic organziers - and SQ3R






11. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






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






13. 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






14. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






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






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






17. Interests of the children (early childhood - based)






18. Scoring guide used in assessments






19. Written work that makes connections between new and previously learned context






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






21. Equivalent number of questions he or she answered correctly






22. Students working together to solve problems or achieve goals






23. Excursions off the main campus to acheive deeper meaning






24. 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






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






26. 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)






27. 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






28. Collection of products that reflect progress in a content area






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






30. Visual - kinesthetic - whole body






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






32. Focus on oberservable behaviors and focus on congnitive objectives






33. Measure a student's knowledge or proficiency in something that has been learned






34. 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






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






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






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






38. Opportunites to transition from the classroom to the workforce






39. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






40. 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






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






42. Used for students with memory difficulties or learning disabilties






43. 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)






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






45. Deciding what to believe or what to do






46. Showing a student what something is or how to do something






47. In original unaltered form






48. Effective teaching model of lessons

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49. Organizing curriculum around large themes






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