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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. Equivalent number of questions he or she answered correctly
differentiated instruction
curriculum frameworks
raw score
service learning
2. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
school - to - work
double - entry page
flexible grouping
3. Combining information from two or more content areas (English and history)
grade - level equivalent scores
interdisciplinary instruction
standard deviation
SQ3R
4. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
rubrics
double - entry page
Essential Nine
cues - questions - and advance organizers
5. Mean = average median = midpoint mode= most common
anecdotal records
graphic organizer
mean - median - and mode
field trips
6. Given before teaching so teachers understand areas of weaknesses
field trips
diagnostic evaluations
anchored instruction
achievement tests
7. Extended practice of lesson that is meaninful (time - limit appropriate)
holistic scoring
mastery learning
positive interaction
assigning home and practice
8. Scoring guide used in assessments
curriculum compacting
rubrics
Numbered Heads together
mastery learning
9. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
Essential Nine
independent study
journals
setting objectives and providing feedback
10. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
curriculum frameworks
direct instruction
summative evalutations
think - pair - share
11. Teacher/student discussion to improve comprehension
simulations
curriculum chunking
criterion - referenced tests
reciprocal teaching
12. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
flexible grouping
validity
double - entry page
mastery learning
13. Measures student progress toward meeting goals based on local - state - and/or national goals
transfer
simulations
aptitude tests
standards - based assessments
14. Showing a student what something is or how to do something
play
demonstrations
Knowledge storage
analytical scoring
15. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
transfer
inquiry model
stanines
tiered instruction
16. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
curriculum compacting
stanines
summative evalutations
assigning home and practice
17. 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
field trips
curriculum chunking
project - based learning
simulations
18. Reading or hearing
thematic instruction
linguistic
journals
setting objectives and providing feedback
19. 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
discovery learning
cues - questions - and advance organizers
diagnostic evaluations
summative evalutations
20. Excursions off the main campus to acheive deeper meaning
observation
Student Teams Achievement Divisions (STAD)
field trips
thematic instruction
21. Students working together to solve problems or achieve goals
validity
flexible grouping
play
cooperative learning
22. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
generating and testing hypotheses
play
raw score
questioning
23. Visual - kinesthetic - whole body
reciprocal teaching
nonlinguistic
positive interdependence
reinforcing effort/providing recognition
24. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
lesson planning
summative evalutations
assigning home and practice
anecdotal records
25. Groups that change as the students' learnng needs change
norm - referenced tests
flexible grouping
cues - questions - and advance organizers
reinforcing effort/providing recognition
26. Extent to which an assessment is consistent with its measures
reliability
emergent curriculum
diagnostic evaluations
project - based learning
27. Instructional strategies suggested by researchers that improve achievement across the content area
primary source documents
Essential Nine
think - pair - share
self - evaluation
28. Combines service to the community with learning inside and outside the classroom
service learning
critical thinking
behavioral and cognitive objectives
double - entry page
29. Responding to a wide range of abilities present in the classroom
discovery learning
Knowledge storage
analytical scoring
differentiated instruction
30. Nonlinguistic and linguistic
standards
play
reciprocal teaching
Knowledge storage
31. 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)
Jigsaw
grouping practices
essay
individual and group accontability
32. Students work as a class to read - discuss - or solve problem (don't use all the time)
learning centers
whole - group instrcution
primary source documents
analytical scoring
33. Specific expectations of what a student must know and be able to do
standards
independent study
reciprocal teaching
inquiry model
34. Demonstrate the grade and month of the school year to which a student score can be compared
primary source documents
project - based learning
analytical scoring
grade - level equivalent scores
35. Where the student's score is in comparison to national or local norm
percentile rank
Hunter's Model
discovery learning
summative evalutations
36. Essays - short - answer
achievement tests
Knowledge storage
think - pair - share
analytical scoring
37. Used for students with memory difficulties or learning disabilties
curriculum frameworks
group processing
mnemonics
performance assessments
38. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
criterion - referenced tests
curriculum frameworks
anecdotal records
journals
39. Effective teaching model of lessons
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40. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
achievement tests
standard error of measurment
simulations
setting objectives and providing feedback
41. Grade - level expectations or mastery (teacher - made or textbood made exam)
holistic scoring
Student Teams Achievement Divisions (STAD)
criterion - referenced tests
standard deviation
42. Oral - written - or through visual performance
project - based learning
emergent curriculum
lesson planning
responses
43. Student must perform a task or generate his or her own response during assessment
performance assessments
aptitude tests
achievement tests
Student Teams Achievement Divisions (STAD)
44. Test is found to be valid if it measures what it was designed to measure
field trips
interdisciplinary instruction
independent study
validity
45. 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
standard deviation
essay
linguistic
anticipatory set
46. Measure a student's knowledge or proficiency in something that has been learned
whole - group instrcution
essay
thematic instruction
achievement tests
47. Student must work together to successfully accomplish task
school - to - work
anecdotal records
positive interdependence
standard error of measurment
48. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
standard deviation
discussion
summative evalutations
double - entry page
49. Teacher offers same core content to each student but provides varying levels of support for students
formative evaluations
tiered instruction
differentiated instruction
anchored instruction
50. 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
anecdotal records
demonstrations
cooperative learning
Numbered Heads together