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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. What the student feels is his or her area of weakness or strength
diagnostic evaluations
self - evaluation
stanines
think - pair - share
2. Mean = average median = midpoint mode= most common
discovery learning
mean - median - and mode
discussion
performance assessments
3. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
validity
nonlinguistic
double - entry page
independent study
4. Develop the response
thematic instruction
anticipatory set
demonstrations
authentic assessments
5. Used for students with memory difficulties or learning disabilties
mnemonics
simulations
nonlinguistic
flexible grouping
6. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
flexible grouping
holistic scoring
discussion
whole - group instrcution
7. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
Essential Nine
grade - level equivalent scores
curriculum chunking
8. Watching students interactions and learning behaviors
Summarizing and Note - taking
rubrics
mastery learning
observation
9. Where the student's score is in comparison to national or local norm
percentile rank
diagnostic evaluations
grouping practices
grade - level equivalent scores
10. 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
scaled scores
cues - questions - and advance organizers
raw score
interpersonal skills
11. 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)
curriculum chunking
setting objectives and providing feedback
cooperative learning
self - evaluation
12. Extended practice of lesson that is meaninful (time - limit appropriate)
think - pair - share
anecdotal records
assigning home and practice
curriculum compacting
13. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
direct instruction
behavioral and cognitive objectives
reinforcing effort/providing recognition
14. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
nonlinguistic
criterion - referenced tests
Essential Nine
15. Scoring guide used in assessments
validity
rubrics
samples
service learning
16. 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)
differentiated instruction
questioning
interpersonal skills
emergent curriculum
17. Double - entry page - graphic organziers - and SQ3R
samples
Summarizing and Note - taking
school - to - work
holistic scoring
18. Oral - written - or through visual performance
responses
generating and testing hypotheses
independent study
service learning
19. Standarized tests (used against peer's scores)
stanines
grade - level equivalent scores
Essential Nine
norm - referenced tests
20. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
curriculum frameworks
reliability
mean - median - and mode
21. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
transfer
standard deviation
stanines
independent study
22. Students working together to solve problems or achieve goals
cooperative learning
interpersonal skills
criterion - referenced tests
curriculum frameworks
23. Nonlinguistic and linguistic
Knowledge storage
double - entry page
project - based learning
group processing
24. Test is found to be valid if it measures what it was designed to measure
analytical scoring
service learning
project - based learning
validity
25. 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
Numbered Heads together
validity
positive interaction
differentiated instruction
26. Excursions off the main campus to acheive deeper meaning
critical thinking
transfer
performance assessments
field trips
27. Specific expectations of what a student must know and be able to do
standards
Numbered Heads together
generating and testing hypotheses
essay
28. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
grade - level equivalent scores
standard error of measurment
summative evalutations
learning centers
29. Set the level of performance expectation for students; set at state level
standards
performance standards
Student Teams Achievement Divisions (STAD)
quartiles
30. Extent to which an assessment is consistent with its measures
thematic instruction
reliability
transfer
reciprocal teaching
31. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
setting objectives and providing feedback
reliability
transfer
lesson planning
32. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
emergent curriculum
samples
percentile rank
33. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
formative evaluations
lesson planning
anticipatory set
quartiles
34. 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
interdisciplinary instruction
essay
curriculum chunking
direct instruction
35. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
questioning
Numbered Heads together
discussion
mastery learning
36. Combining information from two or more content areas (English and history)
discovery learning
reliability
emergent curriculum
interdisciplinary instruction
37. Focus on oberservable behaviors and focus on congnitive objectives
SQ3R
whole - group instrcution
behavioral and cognitive objectives
setting objectives and providing feedback
38. Based on mathematical transformation of a raw scores
authentic assessments
scaled scores
standard deviation
field trips
39. Deciding what to believe or what to do
performance standards
critical thinking
anecdotal records
school - to - work
40. Combines service to the community with learning inside and outside the classroom
rubrics
service learning
Identifying similarities and differences
demonstrations
41. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
quartiles
group processing
interpersonal skills
summative evalutations
42. Essays - short - answer
analytical scoring
anchored instruction
independent study
reciprocal teaching
43. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
curriculum compacting
direct instruction
standard deviation
group processing
44. Student must work together to successfully accomplish task
grouping practices
reliability
samples
positive interdependence
45. 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
anchored instruction
percentile rank
positive interaction
self - evaluation
46. Equivalent number of questions he or she answered correctly
criterion - referenced tests
Jigsaw
SQ3R
raw score
47. Showing a student what something is or how to do something
interdisciplinary instruction
direct instruction
demonstrations
school - to - work
48. Interests of the children (early childhood - based)
norm - referenced tests
emergent curriculum
Jigsaw
mnemonics
49. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
achievement tests
Identifying similarities and differences
individual and group accontability
percentile rank
50. Written work that makes connections between new and previously learned context
positive interaction
rubrics
essay
raw score