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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. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
portfolio
Hunter's Model
scaled scores
formative evaluations
2. Oral - written - or through visual performance
responses
curriculum compacting
technology
Jigsaw
3. Student must work together to successfully accomplish task
positive interdependence
essay
content standards
mnemonics
4. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
validity
critical thinking
Essential Nine
anecdotal records
5. Measure a student's knowledge or proficiency in something that has been learned
curriculum compacting
criterion - referenced tests
achievement tests
mastery learning
6. Extent to which an assessment is consistent with its measures
reliability
emergent curriculum
quartiles
samples
7. Specific expectations of what a student must know and be able to do
Knowledge storage
standards
emergent curriculum
Numbered Heads together
8. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
norm - referenced tests
Jigsaw
positive interdependence
9. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
service learning
play
tiered instruction
10. Nonlinguistic and linguistic
observation
Knowledge storage
interpersonal skills
demonstrations
11. 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
Jigsaw
Summarizing and Note - taking
anticipatory set
technology
12. Measures student progress toward meeting goals based on local - state - and/or national goals
essay
standards - based assessments
criterion - referenced tests
primary source documents
13. Excursions off the main campus to acheive deeper meaning
assigning home and practice
Numbered Heads together
field trips
school - to - work
14. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
group processing
Student Teams Achievement Divisions (STAD)
Essential Nine
discovery learning
15. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
linguistic
anchored instruction
formative evaluations
stanines
16. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
positive interaction
linguistic
independent study
17. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
observation
service learning
Summarizing and Note - taking
18. Provides expectations for the knowlege stduents must demonstrate in specific content areas
reinforcing effort/providing recognition
content standards
discovery learning
validity
19. Responding to a wide range of abilities present in the classroom
stanines
differentiated instruction
independent study
scaled scores
20. Equivalent number of questions he or she answered correctly
play
stanines
raw score
inquiry model
21. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
mastery learning
summative evalutations
school - to - work
responses
22. Teacher offers same core content to each student but provides varying levels of support for students
stanines
performance assessments
technology
tiered instruction
23. Realistic scenarios to consider during simulation
interpersonal skills
simulations
diagnostic evaluations
anecdotal records
24. Collection of products that reflect progress in a content area
Essential Nine
mnemonics
Knowledge storage
portfolio
25. Organizing curriculum around large themes
double - entry page
thematic instruction
essay
positive interaction
26. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
anchored instruction
norm - referenced tests
interpersonal skills
27. Written work that makes connections between new and previously learned context
performance standards
Knowledge storage
essay
standards
28. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
setting objectives and providing feedback
mastery learning
content standards
assigning home and practice
29. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
discovery learning
performance assessments
Hunter's Model
30. Mean = average median = midpoint mode= most common
mastery learning
graphic organizer
criterion - referenced tests
mean - median - and mode
31. Where the student's score is in comparison to national or local norm
standards - based assessments
portfolio
technology
percentile rank
32. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
project - based learning
standards - based assessments
Essential Nine
group processing
33. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
reliability
interpersonal skills
norm - referenced tests
34. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
self - evaluation
lesson planning
field trips
grade - level equivalent scores
35. Opportunites to transition from the classroom to the workforce
behavioral and cognitive objectives
school - to - work
responses
Essential Nine
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
grade - level equivalent scores
primary source documents
inquiry model
anticipatory set
37. 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)
standard deviation
grade - level equivalent scores
group processing
questioning
38. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
content standards
percentile rank
learning centers
inquiry model
39. In original unaltered form
demonstrations
portfolio
curriculum compacting
primary source documents
40. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
SQ3R
percentile rank
essay
41. Tool for learning in schools today
positive interdependence
technology
emergent curriculum
interpersonal skills
42. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
graphic organizer
standard deviation
analytical scoring
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)
standard error of measurment
setting objectives and providing feedback
Knowledge storage
curriculum chunking
44. 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
generating and testing hypotheses
cues - questions - and advance organizers
Essential Nine
Student Teams Achievement Divisions (STAD)
45. Groups that change as the students' learnng needs change
double - entry page
flexible grouping
responses
school - to - work
46. Watching students interactions and learning behaviors
discussion
observation
Jigsaw
simulations
47. Given before teaching so teachers understand areas of weaknesses
scaled scores
diagnostic evaluations
anecdotal records
grouping practices
48. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reciprocal teaching
reinforcing effort/providing recognition
standard error of measurment
samples
49. What the student feels is his or her area of weakness or strength
portfolio
Summarizing and Note - taking
Jigsaw
self - evaluation
50. Focus on oberservable behaviors and focus on congnitive objectives
SQ3R
self - evaluation
behavioral and cognitive objectives
lesson planning
Can you answer 50 questions in 15 minutes?
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