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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. Used for students with memory difficulties or learning disabilties
flexible grouping
summative evalutations
tiered instruction
mnemonics
2. Smaller number of particpants drawn from a total population
responses
independent study
samples
assigning home and practice
3. Students must be taught and learn to use teamwork and positive social skills when working with others
inquiry model
interpersonal skills
standard error of measurment
responses
4. Double - entry page - graphic organziers - and SQ3R
linguistic
journals
Summarizing and Note - taking
emergent curriculum
5. Written work that makes connections between new and previously learned context
essay
play
group processing
SQ3R
6. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
behavioral and cognitive objectives
primary source documents
direct instruction
holistic scoring
7. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
questioning
positive interdependence
quartiles
Hunter's Model
8. Small groups or pairs to solve a problem or learn more about topic
discovery learning
mean - median - and mode
project - based learning
critical thinking
9. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
SQ3R
double - entry page
differentiated instruction
play
10. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
rubrics
reinforcing effort/providing recognition
analytical scoring
11. 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)
service learning
questioning
grade - level equivalent scores
think - pair - share
12. Realistic scenarios to consider during simulation
rubrics
mnemonics
Student Teams Achievement Divisions (STAD)
simulations
13. Focus on oberservable behaviors and focus on congnitive objectives
analytical scoring
journals
stanines
behavioral and cognitive objectives
14. 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
project - based learning
generating and testing hypotheses
grade - level equivalent scores
stanines
15. Student must perform a task or generate his or her own response during assessment
performance assessments
primary source documents
Identifying similarities and differences
double - entry page
16. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
service learning
emergent curriculum
essay
17. Standardized tests desired to measure ability to develop or acquire skills and knowledge
raw score
holistic scoring
emergent curriculum
aptitude tests
18. Provides expectations for the knowlege stduents must demonstrate in specific content areas
flexible grouping
content standards
standards
Jigsaw
19. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
Summarizing and Note - taking
SQ3R
transfer
diagnostic evaluations
20. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
lesson planning
quartiles
emergent curriculum
21. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
graphic organizer
Hunter's Model
anecdotal records
lesson planning
22. Test is found to be valid if it measures what it was designed to measure
validity
observation
standard deviation
interdisciplinary instruction
23. 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
reciprocal teaching
inquiry model
curriculum compacting
aptitude tests
24. Collection of products that reflect progress in a content area
questioning
portfolio
Student Teams Achievement Divisions (STAD)
group processing
25. Develop the response
grade - level equivalent scores
generating and testing hypotheses
authentic assessments
essay
26. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
school - to - work
differentiated instruction
discovery learning
authentic assessments
27. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
criterion - referenced tests
demonstrations
summative evalutations
28. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
criterion - referenced tests
individual and group accontability
questioning
observation
29. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
curriculum frameworks
Summarizing and Note - taking
Hunter's Model
think - pair - share
30. Where the student's score is in comparison to national or local norm
percentile rank
formative evaluations
samples
achievement tests
31. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
quartiles
generating and testing hypotheses
observation
group processing
32. 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
aptitude tests
transfer
positive interaction
anchored instruction
33. Organizing curriculum around large themes
anticipatory set
mnemonics
Identifying similarities and differences
thematic instruction
34. Excursions off the main campus to acheive deeper meaning
field trips
critical thinking
norm - referenced tests
stanines
35. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
standard error of measurment
cooperative learning
linguistic
36. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
performance assessments
samples
journals
formative evaluations
37. Specific expectations of what a student must know and be able to do
analytical scoring
SQ3R
reinforcing effort/providing recognition
standards
38. Standarized tests (used against peer's scores)
flexible grouping
norm - referenced tests
quartiles
school - to - work
39. Equivalent number of questions he or she answered correctly
mastery learning
performance standards
raw score
critical thinking
40. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
inquiry model
interdisciplinary instruction
flexible grouping
41. Tool for learning in schools today
standard deviation
technology
anecdotal records
transfer
42. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
SQ3R
flexible grouping
summative evalutations
standard error of measurment
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)
samples
setting objectives and providing feedback
content standards
whole - group instrcution
44. 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
generating and testing hypotheses
Jigsaw
Hunter's Model
Numbered Heads together
45. Measures student progress toward meeting goals based on local - state - and/or national goals
reciprocal teaching
standards - based assessments
Knowledge storage
field trips
46. Visual - kinesthetic - whole body
stanines
interpersonal skills
Identifying similarities and differences
nonlinguistic
47. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
reinforcing effort/providing recognition
tiered instruction
Student Teams Achievement Divisions (STAD)
diagnostic evaluations
48. Students working together to solve problems or achieve goals
SQ3R
standard error of measurment
cooperative learning
stanines
49. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
reciprocal teaching
graphic organizer
Summarizing and Note - taking
responses
50. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
individual and group accontability
generating and testing hypotheses
curriculum frameworks
Identifying similarities and differences