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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. Collection of products that reflect progress in a content area






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






3. Essays - short - answer






4. Effective teaching model of lessons

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5. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






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






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






8. Excursions off the main campus to acheive deeper meaning






9. Oral - written - or through visual performance






10. 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






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






12. Student must work together to successfully accomplish task






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






14. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






15. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






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






17. Grade - level expectations or mastery (teacher - made or textbood made exam)






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






19. Measures student progress toward meeting goals based on local - state - and/or national goals






20. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






21. 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)






22. Measure a student's knowledge or proficiency in something that has been learned






23. Nonlinguistic and linguistic






24. Double - entry page - graphic organziers - and SQ3R






25. Demonstrate the grade and month of the school year to which a student score can be compared






26. Combines service to the community with learning inside and outside the classroom






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






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






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






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






31. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






32. 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






33. Realistic scenarios to consider during simulation






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






35. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






36. Tool for learning in schools today






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






38. Test is found to be valid if it measures what it was designed to measure






39. Interests of the children (early childhood - based)






40. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






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






42. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






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






44. Develop the response






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






46. 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






47. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






48. This taps into students' natural curiosity to each student's advantage; it helps students more deeply understand concepts...student must be clear in explaining to apply knowledge to new setting






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






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