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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. Used for students with memory difficulties or learning disabilties






2. Smaller number of particpants drawn from a total population






3. Students must be taught and learn to use teamwork and positive social skills when working with others






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






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






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






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






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






9. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






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






11. 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)






12. Realistic scenarios to consider during simulation






13. Focus on oberservable behaviors and focus on congnitive objectives






14. 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






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






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






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






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






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






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






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






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






23. 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






24. Collection of products that reflect progress in a content area






25. Develop the response






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






27. Given before teaching so teachers understand areas of weaknesses






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






29. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






30. Where the student's score is in comparison to national or local norm






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






32. 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






33. Organizing curriculum around large themes






34. Excursions off the main campus to acheive deeper meaning






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






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






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






38. Standarized tests (used against peer's scores)






39. Equivalent number of questions he or she answered correctly






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






41. Tool for learning in schools today






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






43. 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)






44. 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






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






46. Visual - kinesthetic - whole body






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






48. Students working together to solve problems or achieve goals






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






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