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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. 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)
Student Teams Achievement Divisions (STAD)
questioning
discussion
group processing
2. Used for students with memory difficulties or learning disabilties
mnemonics
holistic scoring
samples
Hunter's Model
3. Mean = average median = midpoint mode= most common
mean - median - and mode
standard error of measurment
performance standards
reciprocal teaching
4. Reading or hearing
linguistic
mnemonics
responses
positive interdependence
5. Extent to which an assessment is consistent with its measures
reliability
tiered instruction
group processing
authentic assessments
6. Responding to a wide range of abilities present in the classroom
double - entry page
nonlinguistic
demonstrations
differentiated instruction
7. Based on mathematical transformation of a raw scores
Jigsaw
grouping practices
scaled scores
interdisciplinary instruction
8. Measures student progress toward meeting goals based on local - state - and/or national goals
criterion - referenced tests
standards - based assessments
primary source documents
service learning
9. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
Essential Nine
flexible grouping
Student Teams Achievement Divisions (STAD)
10. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
demonstrations
inquiry model
Hunter's Model
service learning
11. Students working together to solve problems or achieve goals
samples
mnemonics
cooperative learning
setting objectives and providing feedback
12. Organizing curriculum around large themes
thematic instruction
behavioral and cognitive objectives
achievement tests
Jigsaw
13. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
interpersonal skills
cues - questions - and advance organizers
whole - group instrcution
anecdotal records
14. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
grouping practices
play
performance standards
15. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
direct instruction
graphic organizer
transfer
standards
16. Oral - written - or through visual performance
holistic scoring
aptitude tests
responses
simulations
17. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
Essential Nine
mean - median - and mode
flexible grouping
lesson planning
18. Given before teaching so teachers understand areas of weaknesses
tiered instruction
summative evalutations
reinforcing effort/providing recognition
diagnostic evaluations
19. 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
lesson planning
Numbered Heads together
mastery learning
differentiated instruction
20. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
questioning
nonlinguistic
discussion
play
21. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
Knowledge storage
reliability
Student Teams Achievement Divisions (STAD)
summative evalutations
22. Extended practice of lesson that is meaninful (time - limit appropriate)
percentile rank
discovery learning
formative evaluations
assigning home and practice
23. Teacher offers same core content to each student but provides varying levels of support for students
independent study
tiered instruction
emergent curriculum
school - to - work
24. Develop the response
linguistic
direct instruction
setting objectives and providing feedback
authentic assessments
25. In original unaltered form
Hunter's Model
standard deviation
summative evalutations
primary source documents
26. Students must be taught and learn to use teamwork and positive social skills when working with others
standards
anticipatory set
criterion - referenced tests
interpersonal skills
27. 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
behavioral and cognitive objectives
cues - questions - and advance organizers
independent study
Jigsaw
28. Groups that change as the students' learnng needs change
flexible grouping
holistic scoring
samples
stanines
29. Collection of products that reflect progress in a content area
assigning home and practice
field trips
portfolio
interpersonal skills
30. Where the student's score is in comparison to national or local norm
nonlinguistic
performance standards
anticipatory set
percentile rank
31. 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
tiered instruction
behavioral and cognitive objectives
curriculum chunking
cues - questions - and advance organizers
32. Combining information from two or more content areas (English and history)
thematic instruction
project - based learning
generating and testing hypotheses
interdisciplinary instruction
33. 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
formative evaluations
anchored instruction
Summarizing and Note - taking
observation
34. Deciding what to believe or what to do
assigning home and practice
critical thinking
rubrics
performance assessments
35. Visual - kinesthetic - whole body
nonlinguistic
Student Teams Achievement Divisions (STAD)
essay
raw score
36. 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
demonstrations
essay
anticipatory set
independent study
37. Student must work together to successfully accomplish task
positive interdependence
standards - based assessments
curriculum compacting
essay
38. Teacher/student discussion to improve comprehension
reciprocal teaching
critical thinking
behavioral and cognitive objectives
primary source documents
39. Effective teaching model of lessons
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40. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
linguistic
Student Teams Achievement Divisions (STAD)
reinforcing effort/providing recognition
technology
41. Realistic scenarios to consider during simulation
tiered instruction
Student Teams Achievement Divisions (STAD)
discovery learning
simulations
42. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
mean - median - and mode
nonlinguistic
generating and testing hypotheses
43. Set the level of performance expectation for students; set at state level
performance standards
discovery learning
cues - questions - and advance organizers
stanines
44. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
learning centers
Student Teams Achievement Divisions (STAD)
transfer
45. Provides expectations for the knowlege stduents must demonstrate in specific content areas
standard deviation
content standards
anchored instruction
rubrics
46. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
play
grade - level equivalent scores
transfer
direct instruction
47. Interaction that promotes face - to - face or individual interaction and relationships
inquiry model
positive interaction
project - based learning
curriculum chunking
48. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
technology
samples
grade - level equivalent scores
49. Demonstrate the grade and month of the school year to which a student score can be compared
discovery learning
curriculum frameworks
grade - level equivalent scores
samples
50. 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)
thematic instruction
whole - group instrcution
grouping practices
standard deviation