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






3. Given before teaching so teachers understand areas of weaknesses






4. Reading or hearing






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






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






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






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






9. Realistic scenarios to consider during simulation






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






11. Visual - kinesthetic - whole body






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






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






14. 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)






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






16. 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






17. Nonlinguistic and linguistic






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






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






20. Teacher/student discussion to improve comprehension






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






22. Develop the response






23. Excursions off the main campus to acheive deeper meaning






24. Interaction that promotes face - to - face or individual interaction and relationships






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






26. 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)






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






28. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






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






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






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






32. Based on mathematical transformation of a raw scores






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






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






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






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






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






38. Measures student progress toward meeting goals based on local - state - and/or national goals






39. 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






40. 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)






41. 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






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






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






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






45. In original unaltered form






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






48. Essays - short - answer






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






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