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Praxis Instruction And Assessment

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. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






2. 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






3. Responding to a wide range of abilities present in the classroom






4. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






5. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






6. Opportunites to transition from the classroom to the workforce






7. Instructional strategies suggested by researchers that improve achievement across the content area






8. Student must perform a task or generate his or her own response during assessment






9. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






10. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






11. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






12. Students working together to solve problems or achieve goals






13. Teacher/student discussion to improve comprehension






14. Focus on oberservable behaviors and focus on congnitive objectives






15. 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






16. Extent to which an assessment is consistent with its measures






17. Extended practice of lesson that is meaninful (time - limit appropriate)






18. Visual - kinesthetic - whole body






19. 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






20. 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)






21. Standardized tests desired to measure ability to develop or acquire skills and knowledge






22. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






23. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






24. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






25. 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)






26. Showing a student what something is or how to do something






27. Small groups or pairs to solve a problem or learn more about topic






28. Set the level of performance expectation for students; set at state level






29. Written work that makes connections between new and previously learned context






30. 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






31. Organizing curriculum around large themes






32. Groups that change as the students' learnng needs change






33. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






34. What the student feels is his or her area of weakness or strength






35. Specific expectations of what a student must know and be able to do






36. 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






37. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






38. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






39. 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






40. Essays - short - answer






41. Students work as a class to read - discuss - or solve problem (don't use all the time)






42. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






43. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






44. Provides expectations for the knowlege stduents must demonstrate in specific content areas






45. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






46. Based on mathematical transformation of a raw scores






47. Given before teaching so teachers understand areas of weaknesses






48. Interaction that promotes face - to - face or individual interaction and relationships






49. Teacher offers same core content to each student but provides varying levels of support for students






50. Effective teaching model of lessons

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