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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. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






2. Realistic scenarios to consider during simulation






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






4. Organizing curriculum around large themes






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






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






7. Students must be taught and learn to use teamwork and positive social skills when working with others






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






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






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






11. Teacher/student discussion to improve comprehension






12. Nonlinguistic and linguistic






13. Showing a student what something is or how to do something






14. Watching students interactions and learning behaviors






15. Combines service to the community with learning inside and outside the classroom






16. Deciding what to believe or what to do






17. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






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






19. Set the level of performance expectation for students; set at state level






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






21. 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






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






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






24. Grade - level expectations or mastery (teacher - made or textbood made exam)






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






26. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






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






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






29. 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






30. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






31. Oral - written - or through visual performance






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






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






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






35. Collection of products that reflect progress in a content area






36. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






37. Equivalent number of questions he or she answered correctly






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






39. Focus on oberservable behaviors and focus on congnitive objectives






40. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






41. Measure a student's knowledge or proficiency in something that has been learned






42. Specific expectations of what a student must know and be able to do






43. Partner check (complete work individually and then check with partner) - group investigation (students are assigned a topic and prepare a report or summary to share with the whole class)






44. Opportunites to transition from the classroom to the workforce






45. 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






46. Written work that makes connections between new and previously learned context






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






48. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






49. Smaller number of particpants drawn from a total population






50. What the student feels is his or her area of weakness or strength