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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. 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






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






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






4. Excursions off the main campus to acheive deeper meaning






5. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






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






7. Watching students interactions and learning behaviors






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






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






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






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






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






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






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






15. Nonlinguistic and linguistic






16. Extent to which an assessment is consistent with its measures






17. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






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






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






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






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






22. Used for students with memory difficulties or learning disabilties






23. Given before teaching so teachers understand areas of weaknesses






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






25. 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






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






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






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






29. 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






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






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






32. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






33. Opportunites to transition from the classroom to the workforce






34. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






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






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






37. Realistic scenarios to consider during simulation






38. Standarized tests (used against peer's scores)






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






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






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






42. 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)






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






44. 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






45. Deciding what to believe or what to do






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






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






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






49. Focus on oberservable behaviors and focus on congnitive objectives






50. 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