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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. Effective teaching model of lessons
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2. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
learning centers
performance standards
reinforcing effort/providing recognition
performance assessments
3. Tool for learning in schools today
direct instruction
analytical scoring
reciprocal teaching
technology
4. Extent to which an assessment is consistent with its measures
transfer
positive interdependence
reliability
field trips
5. Written work that makes connections between new and previously learned context
essay
generating and testing hypotheses
grade - level equivalent scores
standards - based assessments
6. Grade - level expectations or mastery (teacher - made or textbood made exam)
anecdotal records
standards - based assessments
service learning
criterion - referenced tests
7. In original unaltered form
primary source documents
learning centers
reliability
analytical scoring
8. 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
analytical scoring
anticipatory set
anecdotal records
demonstrations
9. Reading or hearing
content standards
linguistic
project - based learning
authentic assessments
10. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
rubrics
mean - median - and mode
Numbered Heads together
11. Used for students with memory difficulties or learning disabilties
simulations
mnemonics
mastery learning
whole - group instrcution
12. 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
independent study
anticipatory set
raw score
curriculum compacting
13. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
portfolio
SQ3R
performance standards
14. Measure a student's knowledge or proficiency in something that has been learned
technology
direct instruction
lesson planning
achievement tests
15. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
performance assessments
rubrics
curriculum frameworks
norm - referenced tests
16. What the student feels is his or her area of weakness or strength
self - evaluation
reciprocal teaching
diagnostic evaluations
SQ3R
17. 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)
interdisciplinary instruction
stanines
setting objectives and providing feedback
discussion
18. Measures student progress toward meeting goals based on local - state - and/or national goals
direct instruction
thematic instruction
standards - based assessments
whole - group instrcution
19. Organizing curriculum around large themes
behavioral and cognitive objectives
performance assessments
differentiated instruction
thematic instruction
20. Equivalent number of questions he or she answered correctly
raw score
Summarizing and Note - taking
Knowledge storage
behavioral and cognitive objectives
21. Students working together to solve problems or achieve goals
cooperative learning
stanines
Hunter's Model
portfolio
22. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
rubrics
Jigsaw
stanines
lesson planning
23. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
critical thinking
interdisciplinary instruction
grouping practices
24. Scoring guide used in assessments
behavioral and cognitive objectives
anticipatory set
rubrics
Numbered Heads together
25. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
independent study
play
questioning
flexible grouping
26. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
technology
curriculum compacting
raw score
27. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
inquiry model
Summarizing and Note - taking
cooperative learning
holistic scoring
28. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
Hunter's Model
curriculum chunking
field trips
29. Watching students interactions and learning behaviors
Knowledge storage
observation
essay
grouping practices
30. Based on mathematical transformation of a raw scores
scaled scores
samples
individual and group accontability
transfer
31. Combining information from two or more content areas (English and history)
flexible grouping
interdisciplinary instruction
service learning
Jigsaw
32. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
flexible grouping
performance standards
think - pair - share
grouping practices
33. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
transfer
analytical scoring
discussion
play
34. Double - entry page - graphic organziers - and SQ3R
learning centers
Summarizing and Note - taking
Knowledge storage
discovery learning
35. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
positive interdependence
reliability
mastery learning
scaled scores
36. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
grade - level equivalent scores
field trips
transfer
37. Interests of the children (early childhood - based)
curriculum compacting
learning centers
lesson planning
emergent curriculum
38. 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
discovery learning
behavioral and cognitive objectives
holistic scoring
SQ3R
39. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
cooperative learning
learning centers
criterion - referenced tests
performance standards
40. Deciding what to believe or what to do
Knowledge storage
critical thinking
differentiated instruction
standard deviation
41. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
Hunter's Model
independent study
differentiated instruction
42. Smaller number of particpants drawn from a total population
samples
performance standards
grouping practices
interdisciplinary instruction
43. Standarized tests (used against peer's scores)
discovery learning
school - to - work
norm - referenced tests
behavioral and cognitive objectives
44. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
reinforcing effort/providing recognition
critical thinking
criterion - referenced tests
Identifying similarities and differences
45. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
school - to - work
positive interaction
behavioral and cognitive objectives
46. Develop the response
authentic assessments
standards
nonlinguistic
validity
47. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
assigning home and practice
questioning
summative evalutations
criterion - referenced tests
48. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
formative evaluations
technology
responses
49. Collection of products that reflect progress in a content area
anecdotal records
interdisciplinary instruction
Jigsaw
portfolio
50. Student must perform a task or generate his or her own response during assessment
discussion
performance assessments
primary source documents
raw score