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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. Visual - kinesthetic - whole body
nonlinguistic
group processing
reinforcing effort/providing recognition
inquiry model
2. 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
think - pair - share
critical thinking
generating and testing hypotheses
simulations
3. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
school - to - work
self - evaluation
standard error of measurment
play
4. Standarized tests (used against peer's scores)
linguistic
analytical scoring
norm - referenced tests
play
5. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
project - based learning
emergent curriculum
generating and testing hypotheses
6. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
learning centers
play
analytical scoring
mean - median - and mode
7. Organizing curriculum around large themes
reinforcing effort/providing recognition
thematic instruction
questioning
linguistic
8. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
transfer
observation
lesson planning
9. 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)
setting objectives and providing feedback
Hunter's Model
group processing
samples
10. 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
curriculum compacting
emergent curriculum
lesson planning
Numbered Heads together
11. Excursions off the main campus to acheive deeper meaning
direct instruction
rubrics
field trips
curriculum chunking
12. Written work that makes connections between new and previously learned context
essay
responses
nonlinguistic
standards
13. Deciding what to believe or what to do
Jigsaw
standards
interdisciplinary instruction
critical thinking
14. Mean = average median = midpoint mode= most common
cooperative learning
reinforcing effort/providing recognition
mean - median - and mode
quartiles
15. Nonlinguistic and linguistic
standards - based assessments
self - evaluation
anchored instruction
Knowledge storage
16. Watching students interactions and learning behaviors
lesson planning
graphic organizer
mean - median - and mode
observation
17. Smaller number of particpants drawn from a total population
individual and group accontability
samples
quartiles
content standards
18. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
field trips
standards - based assessments
Identifying similarities and differences
achievement tests
19. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
inquiry model
nonlinguistic
setting objectives and providing feedback
20. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
curriculum compacting
curriculum frameworks
inquiry model
norm - referenced tests
21. Given before teaching so teachers understand areas of weaknesses
mastery learning
curriculum chunking
anecdotal records
diagnostic evaluations
22. Test is found to be valid if it measures what it was designed to measure
discussion
validity
flexible grouping
mastery learning
23. Demonstrate the grade and month of the school year to which a student score can be compared
technology
content standards
raw score
grade - level equivalent scores
24. 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
interdisciplinary instruction
tiered instruction
norm - referenced tests
curriculum compacting
25. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
grouping practices
learning centers
criterion - referenced tests
discussion
26. Focus on oberservable behaviors and focus on congnitive objectives
mean - median - and mode
behavioral and cognitive objectives
Knowledge storage
individual and group accontability
27. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
validity
anticipatory set
Summarizing and Note - taking
lesson planning
28. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
think - pair - share
independent study
portfolio
stanines
29. Showing a student what something is or how to do something
reliability
think - pair - share
mnemonics
demonstrations
30. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
primary source documents
raw score
grouping practices
31. Students working together to solve problems or achieve goals
technology
thematic instruction
quartiles
cooperative learning
32. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
interpersonal skills
portfolio
simulations
33. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
cooperative learning
discovery learning
inquiry model
interpersonal skills
34. Grade - level expectations or mastery (teacher - made or textbood made exam)
cues - questions - and advance organizers
rubrics
samples
criterion - referenced tests
35. 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
interdisciplinary instruction
Jigsaw
summative evalutations
setting objectives and providing feedback
36. 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
independent study
anchored instruction
curriculum chunking
Numbered Heads together
37. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
reciprocal teaching
individual and group accontability
scaled scores
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
Student Teams Achievement Divisions (STAD)
raw score
authentic assessments
double - entry page
39. Effective teaching model of lessons
40. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
content standards
Student Teams Achievement Divisions (STAD)
learning centers
holistic scoring
41. 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)
standard deviation
mean - median - and mode
grouping practices
norm - referenced tests
42. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
critical thinking
journals
norm - referenced tests
standards
43. Used for students with memory difficulties or learning disabilties
performance assessments
scaled scores
formative evaluations
mnemonics
44. Based on mathematical transformation of a raw scores
SQ3R
scaled scores
critical thinking
questioning
45. Combines service to the community with learning inside and outside the classroom
flexible grouping
cues - questions - and advance organizers
emergent curriculum
service learning
46. Interests of the children (early childhood - based)
reliability
emergent curriculum
lesson planning
formative evaluations
47. Develop the response
grouping practices
authentic assessments
mastery learning
graphic organizer
48. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
flexible grouping
think - pair - share
transfer
critical thinking
49. Students work as a class to read - discuss - or solve problem (don't use all the time)
reinforcing effort/providing recognition
whole - group instrcution
Numbered Heads together
diagnostic evaluations
50. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
performance standards
inquiry model
primary source documents