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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. Reading or hearing
linguistic
graphic organizer
thematic instruction
group processing
2. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
Identifying similarities and differences
aptitude tests
quartiles
standard error of measurment
3. Combines service to the community with learning inside and outside the classroom
generating and testing hypotheses
mastery learning
standards - based assessments
service learning
4. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
validity
double - entry page
discovery learning
curriculum compacting
5. Effective teaching model of lessons
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6. Organizing curriculum around large themes
observation
standards
thematic instruction
group processing
7. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
SQ3R
positive interdependence
reinforcing effort/providing recognition
whole - group instrcution
8. 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
SQ3R
school - to - work
tiered instruction
mastery learning
9. Standarized tests (used against peer's scores)
linguistic
summative evalutations
responses
norm - referenced tests
10. Given before teaching so teachers understand areas of weaknesses
self - evaluation
diagnostic evaluations
summative evalutations
cues - questions - and advance organizers
11. Measures student progress toward meeting goals based on local - state - and/or national goals
discovery learning
holistic scoring
standards - based assessments
critical thinking
12. Extended practice of lesson that is meaninful (time - limit appropriate)
curriculum frameworks
assigning home and practice
school - to - work
technology
13. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
play
summative evalutations
diagnostic evaluations
mean - median - and mode
14. Test is found to be valid if it measures what it was designed to measure
summative evalutations
standard error of measurment
validity
anticipatory set
15. In original unaltered form
simulations
mnemonics
primary source documents
double - entry page
16. Focus on oberservable behaviors and focus on congnitive objectives
service learning
field trips
reliability
behavioral and cognitive objectives
17. 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
quartiles
direct instruction
anchored instruction
formative evaluations
18. Where the student's score is in comparison to national or local norm
individual and group accontability
percentile rank
inquiry model
raw score
19. Student must work together to successfully accomplish task
positive interdependence
reinforcing effort/providing recognition
Summarizing and Note - taking
inquiry model
20. Opportunites to transition from the classroom to the workforce
positive interaction
school - to - work
nonlinguistic
standards
21. Student must perform a task or generate his or her own response during assessment
curriculum frameworks
performance assessments
samples
stanines
22. Showing a student what something is or how to do something
demonstrations
grouping practices
anticipatory set
school - to - work
23. Double - entry page - graphic organziers - and SQ3R
setting objectives and providing feedback
Jigsaw
Summarizing and Note - taking
differentiated instruction
24. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
standards - based assessments
primary source documents
standard deviation
25. Oral - written - or through visual performance
play
raw score
questioning
responses
26. Provides expectations for the knowlege stduents must demonstrate in specific content areas
authentic assessments
cooperative learning
norm - referenced tests
content standards
27. Groups that change as the students' learnng needs change
percentile rank
authentic assessments
flexible grouping
diagnostic evaluations
28. Written work that makes connections between new and previously learned context
essay
linguistic
mastery learning
interdisciplinary instruction
29. Essays - short - answer
double - entry page
analytical scoring
tiered instruction
formative evaluations
30. Instructional strategies suggested by researchers that improve achievement across the content area
Hunter's Model
authentic assessments
Essential Nine
standard deviation
31. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
thematic instruction
quartiles
mastery learning
32. Measure a student's knowledge or proficiency in something that has been learned
transfer
achievement tests
grouping practices
discovery learning
33. Mean = average median = midpoint mode= most common
field trips
observation
mean - median - and mode
transfer
34. Equivalent number of questions he or she answered correctly
nonlinguistic
interdisciplinary instruction
learning centers
raw score
35. Demonstrate the grade and month of the school year to which a student score can be compared
mean - median - and mode
grade - level equivalent scores
cues - questions - and advance organizers
analytical scoring
36. Deciding what to believe or what to do
project - based learning
critical thinking
percentile rank
interdisciplinary instruction
37. 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
authentic assessments
Hunter's Model
behavioral and cognitive objectives
cues - questions - and advance organizers
38. Nonlinguistic and linguistic
performance assessments
Summarizing and Note - taking
inquiry model
Knowledge storage
39. Students working together to solve problems or achieve goals
Knowledge storage
interdisciplinary instruction
independent study
cooperative learning
40. Based on mathematical transformation of a raw scores
scaled scores
reliability
inquiry model
standard error of measurment
41. Specific expectations of what a student must know and be able to do
standards
self - evaluation
standards - based assessments
Hunter's Model
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)
setting objectives and providing feedback
grade - level equivalent scores
stanines
field trips
43. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
standards - based assessments
learning centers
percentile rank
44. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
thematic instruction
think - pair - share
generating and testing hypotheses
flexible grouping
45. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
formative evaluations
mastery learning
cooperative learning
46. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
aptitude tests
achievement tests
curriculum frameworks
formative evaluations
47. Scoring guide used in assessments
Identifying similarities and differences
rubrics
direct instruction
diagnostic evaluations
48. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
primary source documents
stanines
reinforcing effort/providing recognition
simulations
49. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
aptitude tests
journals
Hunter's Model
behavioral and cognitive objectives
50. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
standard deviation
school - to - work
setting objectives and providing feedback