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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 draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
Student Teams Achievement Divisions (STAD)
Numbered Heads together
double - entry page
primary source documents
2. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
reciprocal teaching
journals
grade - level equivalent scores
scaled scores
3. Opportunites to transition from the classroom to the workforce
positive interdependence
transfer
essay
school - to - work
4. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
field trips
whole - group instrcution
discussion
observation
5. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
direct instruction
curriculum chunking
content standards
6. 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
curriculum compacting
inquiry model
demonstrations
Numbered Heads together
7. Equivalent number of questions he or she answered correctly
raw score
portfolio
tiered instruction
discovery learning
8. Given before teaching so teachers understand areas of weaknesses
anchored instruction
diagnostic evaluations
norm - referenced tests
interdisciplinary instruction
9. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
thematic instruction
cues - questions - and advance organizers
questioning
10. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
standards
quartiles
essay
11. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
cooperative learning
transfer
inquiry model
validity
12. Showing a student what something is or how to do something
reciprocal teaching
curriculum compacting
positive interaction
demonstrations
13. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
self - evaluation
Numbered Heads together
individual and group accontability
primary source documents
14. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
group processing
Identifying similarities and differences
direct instruction
content standards
15. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
authentic assessments
curriculum frameworks
summative evalutations
anecdotal records
16. Develop the response
thematic instruction
cooperative learning
authentic assessments
standard deviation
17. Demonstrate the grade and month of the school year to which a student score can be compared
critical thinking
anticipatory set
grade - level equivalent scores
authentic assessments
18. Teacher/student discussion to improve comprehension
self - evaluation
formative evaluations
tiered instruction
reciprocal teaching
19. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge
anticipatory set
critical thinking
reinforcing effort/providing recognition
generating and testing hypotheses
20. Written work that makes connections between new and previously learned context
holistic scoring
scaled scores
essay
project - based learning
21. Combining information from two or more content areas (English and history)
graphic organizer
Hunter's Model
Summarizing and Note - taking
interdisciplinary instruction
22. Set the level of performance expectation for students; set at state level
stanines
performance standards
technology
interdisciplinary instruction
23. Essays - short - answer
quartiles
analytical scoring
mastery learning
rubrics
24. Effective teaching model of lessons
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25. Students working together to solve problems or achieve goals
Knowledge storage
individual and group accontability
project - based learning
cooperative learning
26. Interests of the children (early childhood - based)
emergent curriculum
mean - median - and mode
observation
analytical scoring
27. Interaction that promotes face - to - face or individual interaction and relationships
curriculum compacting
anticipatory set
analytical scoring
positive interaction
28. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
flexible grouping
performance standards
curriculum frameworks
content standards
29. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
achievement tests
summative evalutations
stanines
school - to - work
30. 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)
content standards
learning centers
double - entry page
grouping practices
31. 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
Student Teams Achievement Divisions (STAD)
linguistic
Jigsaw
play
32. Deciding what to believe or what to do
responses
mastery learning
samples
critical thinking
33. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
quartiles
reinforcing effort/providing recognition
setting objectives and providing feedback
simulations
34. Organizing curriculum around large themes
responses
criterion - referenced tests
thematic instruction
flexible grouping
35. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
Identifying similarities and differences
mean - median - and mode
standard deviation
questioning
36. Based on mathematical transformation of a raw scores
scaled scores
self - evaluation
Identifying similarities and differences
norm - referenced tests
37. Test is found to be valid if it measures what it was designed to measure
lesson planning
project - based learning
validity
aptitude tests
38. Focus on oberservable behaviors and focus on congnitive objectives
achievement tests
assigning home and practice
technology
behavioral and cognitive objectives
39. Reading or hearing
discussion
formative evaluations
linguistic
curriculum chunking
40. Measures student progress toward meeting goals based on local - state - and/or national goals
holistic scoring
analytical scoring
standards - based assessments
performance standards
41. 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
think - pair - share
curriculum compacting
Knowledge storage
curriculum frameworks
42. 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
diagnostic evaluations
cues - questions - and advance organizers
critical thinking
grade - level equivalent scores
43. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
Student Teams Achievement Divisions (STAD)
group processing
diagnostic evaluations
linguistic
44. Smaller number of particpants drawn from a total population
samples
service learning
quartiles
thematic instruction
45. Extent to which an assessment is consistent with its measures
aptitude tests
reliability
assigning home and practice
positive interdependence
46. 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
curriculum chunking
discovery learning
nonlinguistic
SQ3R
47. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
Identifying similarities and differences
standard error of measurment
holistic scoring
curriculum chunking
48. Standardized tests desired to measure ability to develop or acquire skills and knowledge
samples
curriculum chunking
aptitude tests
simulations
49. Used for students with memory difficulties or learning disabilties
Knowledge storage
mnemonics
play
inquiry model
50. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
Hunter's Model
graphic organizer
interdisciplinary instruction