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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. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
learning centers
differentiated instruction
content standards
Identifying similarities and differences
2. Develop the response
authentic assessments
thematic instruction
diagnostic evaluations
quartiles
3. Collection of products that reflect progress in a content area
thematic instruction
curriculum compacting
assigning home and practice
portfolio
4. Teacher/student discussion to improve comprehension
raw score
cues - questions - and advance organizers
self - evaluation
reciprocal teaching
5. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
mastery learning
graphic organizer
stanines
Hunter's Model
6. Student must perform a task or generate his or her own response during assessment
performance assessments
grade - level equivalent scores
achievement tests
Jigsaw
7. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
achievement tests
standards - based assessments
reliability
anecdotal records
8. Student must work together to successfully accomplish task
anticipatory set
positive interdependence
samples
thematic instruction
9. Interests of the children (early childhood - based)
authentic assessments
emergent curriculum
differentiated instruction
independent study
10. 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
questioning
curriculum compacting
whole - group instrcution
standard error of measurment
11. Opportunites to transition from the classroom to the workforce
school - to - work
analytical scoring
group processing
performance assessments
12. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
Hunter's Model
transfer
curriculum chunking
tiered instruction
13. Given before teaching so teachers understand areas of weaknesses
double - entry page
graphic organizer
discovery learning
diagnostic evaluations
14. Visual - kinesthetic - whole body
think - pair - share
thematic instruction
cues - questions - and advance organizers
nonlinguistic
15. Watching students interactions and learning behaviors
reliability
standards - based assessments
performance assessments
observation
16. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
formative evaluations
play
Knowledge storage
17. Excursions off the main campus to acheive deeper meaning
grouping practices
reinforcing effort/providing recognition
questioning
field trips
18. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
analytical scoring
mastery learning
primary source documents
19. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
play
simulations
discussion
tiered instruction
20. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
mastery learning
individual and group accontability
learning centers
grouping practices
21. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
school - to - work
analytical scoring
samples
22. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
mean - median - and mode
reinforcing effort/providing recognition
lesson planning
service learning
23. Where the student's score is in comparison to national or local norm
field trips
percentile rank
assigning home and practice
questioning
24. Essays - short - answer
independent study
analytical scoring
Jigsaw
double - entry page
25. Equivalent number of questions he or she answered correctly
standard deviation
raw score
simulations
service learning
26. 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
questioning
analytical scoring
play
anticipatory set
27. Test is found to be valid if it measures what it was designed to measure
nonlinguistic
discussion
validity
positive interdependence
28. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
scaled scores
Knowledge storage
mastery learning
29. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
portfolio
transfer
summative evalutations
analytical scoring
30. Organizing curriculum around large themes
Hunter's Model
thematic instruction
Knowledge storage
positive interaction
31. Tool for learning in schools today
setting objectives and providing feedback
positive interdependence
direct instruction
technology
32. Survey (preview of chapter) - question (scans headings and subheadings and rephrases them into questions) - read (read one section of chapter) - recite (answers questions in his/her own words and writes notes) - review (immediately reviews what has b
interpersonal skills
curriculum compacting
SQ3R
scaled scores
33. Smaller number of particpants drawn from a total population
whole - group instrcution
flexible grouping
reciprocal teaching
samples
34. 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)
generating and testing hypotheses
questioning
discovery learning
whole - group instrcution
35. Students must be taught and learn to use teamwork and positive social skills when working with others
graphic organizer
scaled scores
cooperative learning
interpersonal skills
36. Instructional strategies suggested by researchers that improve achievement across the content area
Knowledge storage
Summarizing and Note - taking
diagnostic evaluations
Essential Nine
37. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
tiered instruction
double - entry page
samples
thematic instruction
38. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
interpersonal skills
Hunter's Model
Knowledge storage
39. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
cooperative learning
independent study
observation
positive interaction
40. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
interpersonal skills
flexible grouping
direct instruction
anchored instruction
41. Measures student progress toward meeting goals based on local - state - and/or national goals
curriculum frameworks
standards - based assessments
direct instruction
journals
42. Demonstrate the grade and month of the school year to which a student score can be compared
service learning
emergent curriculum
quartiles
grade - level equivalent scores
43. 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
anchored instruction
reciprocal teaching
graphic organizer
criterion - referenced tests
44. 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)
simulations
raw score
grouping practices
holistic scoring
45. Standardized tests desired to measure ability to develop or acquire skills and knowledge
portfolio
achievement tests
aptitude tests
primary source documents
46. Reading or hearing
independent study
linguistic
Numbered Heads together
simulations
47. Groups that change as the students' learnng needs change
portfolio
reinforcing effort/providing recognition
standard deviation
flexible grouping
48. Realistic scenarios to consider during simulation
formative evaluations
learning centers
flexible grouping
simulations
49. Specific expectations of what a student must know and be able to do
technology
primary source documents
Identifying similarities and differences
standards
50. Combining information from two or more content areas (English and history)
raw score
technology
interdisciplinary instruction
samples