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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. Reading or hearing
linguistic
school - to - work
criterion - referenced tests
Student Teams Achievement Divisions (STAD)
2. Excursions off the main campus to acheive deeper meaning
generating and testing hypotheses
rubrics
play
field trips
3. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
portfolio
Essential Nine
curriculum chunking
4. What the student feels is his or her area of weakness or strength
positive interdependence
cooperative learning
raw score
self - evaluation
5. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
cues - questions - and advance organizers
mnemonics
Student Teams Achievement Divisions (STAD)
quartiles
6. Measure a student's knowledge or proficiency in something that has been learned
simulations
generating and testing hypotheses
achievement tests
rubrics
7. Interests of the children (early childhood - based)
Jigsaw
SQ3R
emergent curriculum
formative evaluations
8. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
discussion
inquiry model
holistic scoring
assigning home and practice
9. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
interdisciplinary instruction
discovery learning
mastery learning
reinforcing effort/providing recognition
10. 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
independent study
anticipatory set
interdisciplinary instruction
flexible grouping
11. 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
summative evalutations
assigning home and practice
critical thinking
anchored instruction
12. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
behavioral and cognitive objectives
norm - referenced tests
discussion
13. 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
nonlinguistic
cues - questions - and advance organizers
inquiry model
primary source documents
14. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
curriculum chunking
performance assessments
learning centers
15. Measures student progress toward meeting goals based on local - state - and/or national goals
mnemonics
lesson planning
double - entry page
standards - based assessments
16. Responding to a wide range of abilities present in the classroom
behavioral and cognitive objectives
cooperative learning
reciprocal teaching
differentiated instruction
17. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
technology
assigning home and practice
field trips
18. 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
Jigsaw
think - pair - share
school - to - work
cues - questions - and advance organizers
19. Provides expectations for the knowlege stduents must demonstrate in specific content areas
simulations
content standards
field trips
essay
20. 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
curriculum chunking
discovery learning
positive interdependence
formative evaluations
21. Realistic scenarios to consider during simulation
double - entry page
simulations
essay
Numbered Heads together
22. Smaller number of particpants drawn from a total population
samples
learning centers
percentile rank
criterion - referenced tests
23. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
mnemonics
inquiry model
lesson planning
24. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
analytical scoring
generating and testing hypotheses
essay
25. 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
flexible grouping
Numbered Heads together
Student Teams Achievement Divisions (STAD)
26. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
anchored instruction
self - evaluation
discussion
Identifying similarities and differences
27. Specific expectations of what a student must know and be able to do
standards
mean - median - and mode
criterion - referenced tests
SQ3R
28. Combines service to the community with learning inside and outside the classroom
service learning
primary source documents
grouping practices
Identifying similarities and differences
29. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
performance assessments
holistic scoring
group processing
30. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
anchored instruction
generating and testing hypotheses
performance standards
formative evaluations
31. 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)
differentiated instruction
technology
flexible grouping
setting objectives and providing feedback
32. Focus on oberservable behaviors and focus on congnitive objectives
positive interdependence
behavioral and cognitive objectives
self - evaluation
school - to - work
33. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
double - entry page
Student Teams Achievement Divisions (STAD)
inquiry model
curriculum frameworks
34. Collection of products that reflect progress in a content area
curriculum chunking
analytical scoring
portfolio
group processing
35. Deciding what to believe or what to do
Jigsaw
critical thinking
anecdotal records
behavioral and cognitive objectives
36. Small groups or pairs to solve a problem or learn more about topic
emergent curriculum
reinforcing effort/providing recognition
project - based learning
direct instruction
37. Students working together to solve problems or achieve goals
cooperative learning
diagnostic evaluations
quartiles
group processing
38. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
validity
service learning
stanines
39. Combining information from two or more content areas (English and history)
graphic organizer
project - based learning
interdisciplinary instruction
technology
40. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
thematic instruction
stanines
flexible grouping
individual and group accontability
41. Standarized tests (used against peer's scores)
observation
norm - referenced tests
anchored instruction
mastery learning
42. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
primary source documents
grade - level equivalent scores
Identifying similarities and differences
performance assessments
43. Scoring guide used in assessments
independent study
responses
rubrics
direct instruction
44. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
Numbered Heads together
questioning
percentile rank
45. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
standards
journals
reciprocal teaching
standard error of measurment
46. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
lesson planning
grade - level equivalent scores
summative evalutations
47. 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
Numbered Heads together
Student Teams Achievement Divisions (STAD)
journals
observation
48. Where the student's score is in comparison to national or local norm
transfer
percentile rank
reciprocal teaching
Summarizing and Note - taking
49. Nonlinguistic and linguistic
scaled scores
portfolio
essay
Knowledge storage
50. Effective teaching model of lessons
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