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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 - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
flexible grouping
think - pair - share
discussion
portfolio
2. Focus on oberservable behaviors and focus on congnitive objectives
criterion - referenced tests
interdisciplinary instruction
behavioral and cognitive objectives
responses
3. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
curriculum chunking
learning centers
mean - median - and mode
norm - referenced tests
4. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
rubrics
positive interdependence
reinforcing effort/providing recognition
mean - median - and mode
5. Students working together to solve problems or achieve goals
standards - based assessments
discovery learning
diagnostic evaluations
cooperative learning
6. Reading or hearing
linguistic
service learning
cues - questions - and advance organizers
Student Teams Achievement Divisions (STAD)
7. Measure a student's knowledge or proficiency in something that has been learned
assigning home and practice
achievement tests
learning centers
raw score
8. Extent to which an assessment is consistent with its measures
reliability
project - based learning
primary source documents
independent study
9. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
authentic assessments
transfer
Knowledge storage
10. Provides expectations for the knowlege stduents must demonstrate in specific content areas
summative evalutations
linguistic
behavioral and cognitive objectives
content standards
11. Essays - short - answer
Numbered Heads together
analytical scoring
emergent curriculum
content standards
12. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
setting objectives and providing feedback
discussion
standard error of measurment
13. 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
Student Teams Achievement Divisions (STAD)
service learning
curriculum chunking
14. Opportunites to transition from the classroom to the workforce
authentic assessments
school - to - work
simulations
positive interaction
15. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
double - entry page
positive interdependence
individual and group accontability
essay
16. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
Summarizing and Note - taking
journals
interdisciplinary instruction
graphic organizer
17. Effective teaching model of lessons
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18. Collection of products that reflect progress in a content area
curriculum chunking
mean - median - and mode
portfolio
nonlinguistic
19. Given before teaching so teachers understand areas of weaknesses
raw score
anticipatory set
individual and group accontability
diagnostic evaluations
20. Used for students with memory difficulties or learning disabilties
Essential Nine
flexible grouping
mnemonics
performance standards
21. 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
samples
percentile rank
grade - level equivalent scores
curriculum compacting
22. 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)
rubrics
questioning
validity
aptitude tests
23. 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
analytical scoring
performance standards
mnemonics
24. Students work as a class to read - discuss - or solve problem (don't use all the time)
mastery learning
positive interaction
whole - group instrcution
demonstrations
25. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
quartiles
standard deviation
technology
norm - referenced tests
26. 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
SQ3R
diagnostic evaluations
grade - level equivalent scores
rubrics
27. 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
generating and testing hypotheses
essay
think - pair - share
samples
28. Standarized tests (used against peer's scores)
portfolio
setting objectives and providing feedback
norm - referenced tests
mnemonics
29. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
achievement tests
Student Teams Achievement Divisions (STAD)
diagnostic evaluations
30. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
self - evaluation
norm - referenced tests
service learning
31. Standardized tests desired to measure ability to develop or acquire skills and knowledge
performance standards
Jigsaw
aptitude tests
reciprocal teaching
32. Teacher offers same core content to each student but provides varying levels of support for students
norm - referenced tests
tiered instruction
discovery learning
double - entry page
33. 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
mnemonics
cooperative learning
behavioral and cognitive objectives
Numbered Heads together
34. 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
mastery learning
linguistic
Jigsaw
stanines
35. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
standards - based assessments
mean - median - and mode
think - pair - share
mastery learning
36. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
inquiry model
play
rubrics
37. Extended practice of lesson that is meaninful (time - limit appropriate)
self - evaluation
stanines
assigning home and practice
rubrics
38. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
Essential Nine
discovery learning
stanines
curriculum chunking
39. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
aptitude tests
flexible grouping
curriculum frameworks
reciprocal teaching
40. Equivalent number of questions he or she answered correctly
behavioral and cognitive objectives
diagnostic evaluations
summative evalutations
raw score
41. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
transfer
group processing
diagnostic evaluations
independent study
42. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
thematic instruction
school - to - work
standard error of measurment
journals
43. Combining information from two or more content areas (English and history)
standard deviation
reliability
standards - based assessments
interdisciplinary instruction
44. Visual - kinesthetic - whole body
critical thinking
nonlinguistic
flexible grouping
service learning
45. Scoring guide used in assessments
rubrics
think - pair - share
criterion - referenced tests
Student Teams Achievement Divisions (STAD)
46. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
thematic instruction
double - entry page
norm - referenced tests
observation
47. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
cues - questions - and advance organizers
critical thinking
achievement tests
48. Grade - level expectations or mastery (teacher - made or textbood made exam)
demonstrations
positive interdependence
criterion - referenced tests
stanines
49. Realistic scenarios to consider during simulation
linguistic
simulations
raw score
norm - referenced tests
50. Excursions off the main campus to acheive deeper meaning
tiered instruction
observation
field trips
aptitude tests