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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. Measures student progress toward meeting goals based on local - state - and/or national goals






2. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






3. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






4. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






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






6. 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






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






8. Teacher/student discussion to improve comprehension






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






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






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






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






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






14. Focus on oberservable behaviors and focus on congnitive objectives






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






16. 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






17. Organizing curriculum around large themes






18. In original unaltered form






19. Visual - kinesthetic - whole body






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






21. Scoring guide used in assessments






22. Used for students with memory difficulties or learning disabilties






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






24. Given before teaching so teachers understand areas of weaknesses






25. Develop the response






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






27. Equivalent number of questions he or she answered correctly






28. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






29. 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)






30. Instructional strategies suggested by researchers that improve achievement across the content area






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






32. Opportunites to transition from the classroom to the workforce






33. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






34. 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






35. Excursions off the main campus to acheive deeper meaning






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






37. 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






38. Smaller number of particpants drawn from a total population






39. 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)






40. Realistic scenarios to consider during simulation






41. Essays - short - answer






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






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






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






45. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






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






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






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






49. Test is found to be valid if it measures what it was designed to measure






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