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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. Where the student's score is in comparison to national or local norm
demonstrations
percentile rank
critical thinking
holistic scoring
2. Excursions off the main campus to acheive deeper meaning
holistic scoring
field trips
Summarizing and Note - taking
think - pair - share
3. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
cues - questions - and advance organizers
questioning
anticipatory set
4. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
standard deviation
cooperative learning
learning centers
discussion
5. 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
curriculum chunking
grouping practices
inquiry model
standard deviation
6. Used for students with memory difficulties or learning disabilties
play
Jigsaw
mnemonics
group processing
7. Instructional strategies suggested by researchers that improve achievement across the content area
linguistic
flexible grouping
Essential Nine
grade - level equivalent scores
8. Tool for learning in schools today
Hunter's Model
service learning
technology
anticipatory set
9. Based on mathematical transformation of a raw scores
scaled scores
curriculum compacting
observation
nonlinguistic
10. Deciding what to believe or what to do
lesson planning
portfolio
standards
critical thinking
11. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
independent study
individual and group accontability
content standards
standard deviation
12. Standarized tests (used against peer's scores)
grade - level equivalent scores
Hunter's Model
norm - referenced tests
nonlinguistic
13. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
reciprocal teaching
linguistic
Hunter's Model
14. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
nonlinguistic
standards
portfolio
15. 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)
responses
setting objectives and providing feedback
service learning
interpersonal skills
16. Interaction that promotes face - to - face or individual interaction and relationships
learning centers
positive interaction
Numbered Heads together
performance standards
17. Visual - kinesthetic - whole body
self - evaluation
grouping practices
nonlinguistic
criterion - referenced tests
18. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
flexible grouping
samples
journals
19. Measures student progress toward meeting goals based on local - state - and/or national goals
Jigsaw
Essential Nine
standards - based assessments
differentiated instruction
20. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
graphic organizer
curriculum frameworks
formative evaluations
21. In original unaltered form
emergent curriculum
cues - questions - and advance organizers
Summarizing and Note - taking
primary source documents
22. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
Summarizing and Note - taking
discussion
double - entry page
23. Test is found to be valid if it measures what it was designed to measure
nonlinguistic
simulations
grade - level equivalent scores
validity
24. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
Student Teams Achievement Divisions (STAD)
reinforcing effort/providing recognition
inquiry model
individual and group accontability
25. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
emergent curriculum
Essential Nine
transfer
achievement tests
26. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
inquiry model
reliability
reinforcing effort/providing recognition
performance standards
27. Student must perform a task or generate his or her own response during assessment
behavioral and cognitive objectives
journals
portfolio
performance assessments
28. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
think - pair - share
curriculum chunking
assigning home and practice
curriculum frameworks
29. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
independent study
direct instruction
double - entry page
curriculum compacting
30. 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
Numbered Heads together
reinforcing effort/providing recognition
validity
norm - referenced tests
31. Effective teaching model of lessons
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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
anecdotal records
observation
independent study
anchored instruction
33. Students working together to solve problems or achieve goals
demonstrations
cooperative learning
Hunter's Model
linguistic
34. Essays - short - answer
grade - level equivalent scores
transfer
SQ3R
analytical scoring
35. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
group processing
criterion - referenced tests
project - based learning
36. Develop the response
Jigsaw
essay
tiered instruction
authentic assessments
37. Teacher offers same core content to each student but provides varying levels of support for students
transfer
think - pair - share
tiered instruction
Knowledge storage
38. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
percentile rank
norm - referenced tests
content standards
39. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
standards
self - evaluation
discovery learning
criterion - referenced tests
40. Opportunites to transition from the classroom to the workforce
questioning
percentile rank
school - to - work
Student Teams Achievement Divisions (STAD)
41. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
raw score
play
validity
standard deviation
42. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
mastery learning
quartiles
cues - questions - and advance organizers
stanines
43. 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
standard error of measurment
technology
curriculum compacting
Student Teams Achievement Divisions (STAD)
44. Organizing curriculum around large themes
standard deviation
mnemonics
thematic instruction
grouping practices
45. Responding to a wide range of abilities present in the classroom
questioning
play
differentiated instruction
Essential Nine
46. 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)
reciprocal teaching
transfer
questioning
curriculum frameworks
47. Interests of the children (early childhood - based)
transfer
school - to - work
emergent curriculum
standard error of measurment
48. Extended practice of lesson that is meaninful (time - limit appropriate)
curriculum chunking
lesson planning
assigning home and practice
critical thinking
49. Oral - written - or through visual performance
curriculum compacting
linguistic
responses
group processing
50. Watching students interactions and learning behaviors
lesson planning
setting objectives and providing feedback
norm - referenced tests
observation