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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. Organizing curriculum around large themes






2. Used for students with memory difficulties or learning disabilties






3. Demonstrate the grade and month of the school year to which a student score can be compared






4. 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






5. Tool for learning in schools today






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






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






8. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






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






10. Double - entry page - graphic organziers - and SQ3R






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






12. Realistic scenarios to consider during simulation






13. Interests of the children (early childhood - based)






14. Develop the response






15. Extended practice of lesson that is meaninful (time - limit appropriate)






16. Test is found to be valid if it measures what it was designed to measure






17. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






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






19. Groups that change as the students' learnng needs change






20. Nonlinguistic and linguistic






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






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






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






24. Equivalent number of questions he or she answered correctly






25. 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)






26. Essays - short - answer






27. 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






28. Deciding what to believe or what to do






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






30. Effective teaching model of lessons

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






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






33. 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






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






35. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






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






37. 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






38. Student must perform a task or generate his or her own response during assessment






39. Oral - written - or through visual performance






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






41. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






42. 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)






43. Teacher/student discussion to improve comprehension






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






45. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






46. Mean = average median = midpoint mode= most common






47. Small groups or pairs to solve a problem or learn more about topic






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






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






50. Using previously learned material in a new situation or context (often supported in the closing of the lesson)