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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. Extent to which an assessment is consistent with its measures






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






4. Effective teaching model of lessons

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






6. Tool for learning in schools today






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






8. Provides expectations for the knowlege stduents must demonstrate in specific content areas






9. Watching students interactions and learning behaviors






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






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






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






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






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






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






16. Students work as a class to read - discuss - or solve problem (don't use all the time)






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






18. Instructional apporach that ties information to an anchor; student uses concrete applications of the concept being taught (anchor) to connect what he or she is learning to a concrete experience






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






20. Oral - written - or through visual performance






21. 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)






22. Focus on oberservable behaviors and focus on congnitive objectives






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






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






25. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






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






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






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






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






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






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






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






33. Excursions off the main campus to acheive deeper meaning






34. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






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






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






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






38. Equivalent number of questions he or she answered correctly






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






40. Deciding what to believe or what to do






41. Used for students with memory difficulties or learning disabilties






42. 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)






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






44. 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






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. 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






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






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






49. Organizing curriculum around large themes






50. 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