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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. Excursions off the main campus to acheive deeper meaning
rubrics
field trips
portfolio
aptitude tests
2. Standarized tests (used against peer's scores)
norm - referenced tests
observation
Student Teams Achievement Divisions (STAD)
validity
3. Deciding what to believe or what to do
analytical scoring
independent study
critical thinking
inquiry model
4. Test is found to be valid if it measures what it was designed to measure
validity
simulations
primary source documents
questioning
5. 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
formative evaluations
emergent curriculum
Numbered Heads together
group processing
6. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
content standards
demonstrations
performance standards
7. Students working together to solve problems or achieve goals
grouping practices
lesson planning
cooperative learning
standards - based assessments
8. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
formative evaluations
criterion - referenced tests
technology
9. Interaction that promotes face - to - face or individual interaction and relationships
criterion - referenced tests
standard error of measurment
positive interaction
simulations
10. Tool for learning in schools today
flexible grouping
positive interaction
technology
grouping practices
11. 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
discovery learning
discussion
curriculum compacting
inquiry model
12. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
discovery learning
mean - median - and mode
independent study
thematic instruction
13. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
mnemonics
direct instruction
standard error of measurment
cues - questions - and advance organizers
14. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
standard error of measurment
grouping practices
positive interaction
graphic organizer
15. Collection of products that reflect progress in a content area
thematic instruction
emergent curriculum
portfolio
Hunter's Model
16. Focus on oberservable behaviors and focus on congnitive objectives
criterion - referenced tests
behavioral and cognitive objectives
inquiry model
anticipatory set
17. Student must perform a task or generate his or her own response during assessment
performance assessments
whole - group instrcution
Numbered Heads together
formative evaluations
18. Organizing curriculum around large themes
self - evaluation
thematic instruction
nonlinguistic
reciprocal teaching
19. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
Numbered Heads together
raw score
curriculum frameworks
20. 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)
setting objectives and providing feedback
graphic organizer
reciprocal teaching
interdisciplinary instruction
21. Watching students interactions and learning behaviors
standards
observation
mnemonics
demonstrations
22. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
questioning
anticipatory set
norm - referenced tests
23. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
setting objectives and providing feedback
standard deviation
Identifying similarities and differences
inquiry model
24. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
criterion - referenced tests
individual and group accontability
Numbered Heads together
reinforcing effort/providing recognition
25. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
individual and group accontability
journals
standard error of measurment
grouping practices
26. Oral - written - or through visual performance
criterion - referenced tests
percentile rank
observation
responses
27. Groups that change as the students' learnng needs change
flexible grouping
formative evaluations
Summarizing and Note - taking
diagnostic evaluations
28. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
Summarizing and Note - taking
group processing
transfer
demonstrations
29. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
content standards
rubrics
performance assessments
Student Teams Achievement Divisions (STAD)
30. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
curriculum frameworks
observation
Identifying similarities and differences
percentile rank
31. 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)
stanines
linguistic
field trips
questioning
32. Showing a student what something is or how to do something
raw score
standards
mnemonics
demonstrations
33. Essays - short - answer
analytical scoring
summative evalutations
differentiated instruction
emergent curriculum
34. Develop the response
analytical scoring
standards
self - evaluation
authentic assessments
35. Teacher offers same core content to each student but provides varying levels of support for students
independent study
tiered instruction
graphic organizer
Numbered Heads together
36. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
curriculum chunking
anticipatory set
aptitude tests
37. Based on mathematical transformation of a raw scores
service learning
play
positive interdependence
scaled scores
38. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
scaled scores
linguistic
Numbered Heads together
39. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
mean - median - and mode
reinforcing effort/providing recognition
thematic instruction
summative evalutations
40. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
scaled scores
reliability
project - based learning
formative evaluations
41. Set the level of performance expectation for students; set at state level
assigning home and practice
mnemonics
performance standards
achievement tests
42. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
field trips
double - entry page
mastery learning
school - to - work
43. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
achievement tests
holistic scoring
anecdotal records
nonlinguistic
44. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
formative evaluations
stanines
observation
differentiated instruction
45. Given before teaching so teachers understand areas of weaknesses
reliability
rubrics
diagnostic evaluations
samples
46. 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
standard deviation
generating and testing hypotheses
graphic organizer
holistic scoring
47. Grade - level expectations or mastery (teacher - made or textbood made exam)
double - entry page
Knowledge storage
holistic scoring
criterion - referenced tests
48. 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
nonlinguistic
inquiry model
mnemonics
curriculum chunking
49. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
achievement tests
critical thinking
content standards
50. Reading or hearing
linguistic
transfer
mastery learning
group processing