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






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






3. Used for students with memory difficulties or learning disabilties






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






5. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






6. Nonlinguistic and linguistic






7. Based on mathematical transformation of a raw scores






8. Students work as a class to read - discuss - or solve problem (don't use all the time)






9. Instructional strategies suggested by researchers that improve achievement across the content area






10. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






11. Set the level of performance expectation for students; set at state level






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






13. Realistic scenarios to consider during simulation






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






15. 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






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






17. 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






18. Develop the response






19. Tool for learning in schools today






20. 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






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






22. What the student feels is his or her area of weakness or strength






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






24. Excursions off the main campus to acheive deeper meaning






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






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






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






28. Extent to which an assessment is consistent with its measures






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






30. 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






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






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






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






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






35. 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)






36. Smaller number of particpants drawn from a total population






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






38. Teacher offers same core content to each student but provides varying levels of support for students






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






40. Groups that change as the students' learnng needs change






41. Essays - short - answer






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






43. Focus on oberservable behaviors and focus on congnitive objectives






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






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






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






47. Organizing curriculum around large themes






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






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






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