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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. 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
stanines
curriculum compacting
cooperative learning
cues - questions - and advance organizers
2. Showing a student what something is or how to do something
cooperative learning
discussion
reciprocal teaching
demonstrations
3. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
self - evaluation
interdisciplinary instruction
performance standards
think - pair - share
4. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
anticipatory set
play
think - pair - share
5. Standarized tests (used against peer's scores)
norm - referenced tests
inquiry model
simulations
anecdotal records
6. Student must work together to successfully accomplish task
curriculum frameworks
positive interdependence
criterion - referenced tests
questioning
7. Opportunites to transition from the classroom to the workforce
performance standards
school - to - work
curriculum frameworks
emergent curriculum
8. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
reciprocal teaching
group processing
journals
Knowledge storage
9. Measure a student's knowledge or proficiency in something that has been learned
portfolio
Jigsaw
reinforcing effort/providing recognition
achievement tests
10. Realistic scenarios to consider during simulation
authentic assessments
individual and group accontability
curriculum compacting
simulations
11. Oral - written - or through visual performance
discussion
questioning
responses
cooperative learning
12. 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
positive interaction
Jigsaw
mean - median - and mode
linguistic
13. Teacher/student discussion to improve comprehension
service learning
Essential Nine
reciprocal teaching
standards - based assessments
14. 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
group processing
anticipatory set
graphic organizer
lesson planning
15. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
service learning
double - entry page
norm - referenced tests
lesson planning
16. Based on mathematical transformation of a raw scores
reciprocal teaching
reinforcing effort/providing recognition
scaled scores
cooperative learning
17. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
simulations
standards
mastery learning
18. Used for students with memory difficulties or learning disabilties
tiered instruction
stanines
mnemonics
standard error of measurment
19. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
responses
achievement tests
play
mastery learning
20. Combining information from two or more content areas (English and history)
mean - median - and mode
standard deviation
SQ3R
interdisciplinary instruction
21. Scoring guide used in assessments
lesson planning
project - based learning
rubrics
differentiated instruction
22. 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
Knowledge storage
content standards
aptitude tests
23. Deciding what to believe or what to do
stanines
independent study
SQ3R
critical thinking
24. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
diagnostic evaluations
self - evaluation
think - pair - share
25. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
standard error of measurment
stanines
graphic organizer
interdisciplinary instruction
26. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
learning centers
differentiated instruction
individual and group accontability
independent study
27. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
mean - median - and mode
graphic organizer
norm - referenced tests
interdisciplinary instruction
28. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
tiered instruction
direct instruction
percentile rank
achievement tests
29. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
standards
whole - group instrcution
learning centers
performance assessments
30. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
criterion - referenced tests
quartiles
reinforcing effort/providing recognition
individual and group accontability
31. Essays - short - answer
analytical scoring
inquiry model
think - pair - share
transfer
32. 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
grouping practices
inquiry model
Numbered Heads together
Essential Nine
33. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
mastery learning
norm - referenced tests
primary source documents
34. Provides expectations for the knowlege stduents must demonstrate in specific content areas
aptitude tests
critical thinking
generating and testing hypotheses
content standards
35. Effective teaching model of lessons
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36. Tool for learning in schools today
technology
demonstrations
scaled scores
standards
37. Develop the response
holistic scoring
authentic assessments
group processing
self - evaluation
38. Students must be taught and learn to use teamwork and positive social skills when working with others
setting objectives and providing feedback
curriculum compacting
interpersonal skills
reinforcing effort/providing recognition
39. 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
criterion - referenced tests
learning centers
transfer
40. Teacher offers same core content to each student but provides varying levels of support for students
essay
tiered instruction
rubrics
demonstrations
41. 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
Identifying similarities and differences
SQ3R
Knowledge storage
portfolio
42. Mean = average median = midpoint mode= most common
emergent curriculum
mean - median - and mode
curriculum chunking
reliability
43. Extent to which an assessment is consistent with its measures
thematic instruction
reliability
behavioral and cognitive objectives
tiered instruction
44. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
learning centers
flexible grouping
questioning
Student Teams Achievement Divisions (STAD)
45. Nonlinguistic and linguistic
grouping practices
project - based learning
achievement tests
Knowledge storage
46. Organizing curriculum around large themes
percentile rank
thematic instruction
norm - referenced tests
play
47. Groups that change as the students' learnng needs change
standards
group processing
independent study
flexible grouping
48. Double - entry page - graphic organziers - and SQ3R
differentiated instruction
transfer
whole - group instrcution
Summarizing and Note - taking
49. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
double - entry page
holistic scoring
analytical scoring
mnemonics
50. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
cooperative learning
responses
achievement tests
discovery learning