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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. Student must work together to successfully accomplish task
stanines
demonstrations
positive interdependence
curriculum frameworks
2. Students working together to solve problems or achieve goals
Knowledge storage
cooperative learning
percentile rank
differentiated instruction
3. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
tiered instruction
journals
think - pair - share
grouping practices
4. Mean = average median = midpoint mode= most common
standards - based assessments
analytical scoring
mean - median - and mode
summative evalutations
5. Organizing curriculum around large themes
individual and group accontability
assigning home and practice
thematic instruction
cooperative learning
6. Student must perform a task or generate his or her own response during assessment
content standards
group processing
rubrics
performance assessments
7. Grade - level expectations or mastery (teacher - made or textbood made exam)
direct instruction
anticipatory set
reliability
criterion - referenced tests
8. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
cooperative learning
standard deviation
demonstrations
cues - questions - and advance organizers
9. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
graphic organizer
positive interdependence
discussion
10. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
direct instruction
primary source documents
content standards
11. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
grouping practices
Hunter's Model
stanines
curriculum compacting
12. Test is found to be valid if it measures what it was designed to measure
validity
Jigsaw
school - to - work
criterion - referenced tests
13. Interests of the children (early childhood - based)
formative evaluations
emergent curriculum
aptitude tests
reciprocal teaching
14. What the student feels is his or her area of weakness or strength
Essential Nine
standard deviation
Jigsaw
self - evaluation
15. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
inquiry model
Knowledge storage
formative evaluations
16. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
percentile rank
grouping practices
self - evaluation
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)
school - to - work
setting objectives and providing feedback
authentic assessments
lesson planning
18. Showing a student what something is or how to do something
self - evaluation
lesson planning
demonstrations
differentiated instruction
19. 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)
grouping practices
authentic assessments
generating and testing hypotheses
tiered instruction
20. Realistic scenarios to consider during simulation
lesson planning
observation
simulations
achievement tests
21. Excursions off the main campus to acheive deeper meaning
field trips
standards
linguistic
school - to - work
22. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
Summarizing and Note - taking
critical thinking
Student Teams Achievement Divisions (STAD)
23. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
self - evaluation
standard deviation
journals
24. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
performance standards
summative evalutations
mean - median - and mode
SQ3R
25. Set the level of performance expectation for students; set at state level
grouping practices
mean - median - and mode
performance standards
generating and testing hypotheses
26. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
standards
authentic assessments
holistic scoring
independent study
27. Extent to which an assessment is consistent with its measures
play
Essential Nine
mean - median - and mode
reliability
28. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
service learning
anecdotal records
discussion
formative evaluations
29. Smaller number of particpants drawn from a total population
journals
anchored instruction
simulations
samples
30. Deciding what to believe or what to do
group processing
individual and group accontability
graphic organizer
critical thinking
31. Collection of products that reflect progress in a content area
portfolio
formative evaluations
rubrics
standards
32. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
authentic assessments
Identifying similarities and differences
lesson planning
summative evalutations
33. Watching students interactions and learning behaviors
holistic scoring
nonlinguistic
norm - referenced tests
observation
34. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
standard error of measurment
questioning
observation
formative evaluations
35. Used for students with memory difficulties or learning disabilties
thematic instruction
inquiry model
mastery learning
mnemonics
36. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
tiered instruction
inquiry model
standard deviation
37. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
formative evaluations
play
content standards
38. Oral - written - or through visual performance
whole - group instrcution
standard error of measurment
responses
Essential Nine
39. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
standard deviation
critical thinking
linguistic
40. Students must be taught and learn to use teamwork and positive social skills when working with others
achievement tests
interpersonal skills
anchored instruction
mnemonics
41. 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
primary source documents
Numbered Heads together
positive interaction
essay
42. Visual - kinesthetic - whole body
nonlinguistic
emergent curriculum
grade - level equivalent scores
formative evaluations
43. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
positive interdependence
analytical scoring
standard error of measurment
holistic scoring
44. Groups that change as the students' learnng needs change
setting objectives and providing feedback
Essential Nine
flexible grouping
technology
45. Responding to a wide range of abilities present in the classroom
anecdotal records
differentiated instruction
group processing
Hunter's Model
46. Teacher offers same core content to each student but provides varying levels of support for students
Identifying similarities and differences
tiered instruction
raw score
rubrics
47. 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
scaled scores
questioning
curriculum chunking
mnemonics
48. 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)
responses
flexible grouping
questioning
standard error of measurment
49. Equivalent number of questions he or she answered correctly
holistic scoring
linguistic
norm - referenced tests
raw score
50. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
service learning
Student Teams Achievement Divisions (STAD)
learning centers
mean - median - and mode