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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. Specific expectations of what a student must know and be able to do
analytical scoring
graphic organizer
whole - group instrcution
standards
2. Small groups or pairs to solve a problem or learn more about topic
performance assessments
quartiles
anchored instruction
project - based learning
3. Standardized tests desired to measure ability to develop or acquire skills and knowledge
Summarizing and Note - taking
aptitude tests
validity
norm - referenced tests
4. 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
content standards
Numbered Heads together
responses
Summarizing and Note - taking
5. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
school - to - work
behavioral and cognitive objectives
transfer
6. 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
samples
anchored instruction
scaled scores
primary source documents
7. Combining information from two or more content areas (English and history)
grouping practices
interdisciplinary instruction
performance standards
generating and testing hypotheses
8. Develop the response
authentic assessments
scaled scores
standards - based assessments
cues - questions - and advance organizers
9. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
self - evaluation
interpersonal skills
performance standards
transfer
10. Essays - short - answer
analytical scoring
Identifying similarities and differences
technology
think - pair - share
11. Based on mathematical transformation of a raw scores
achievement tests
assigning home and practice
scaled scores
curriculum compacting
12. 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
curriculum frameworks
anticipatory set
observation
generating and testing hypotheses
13. Student must work together to successfully accomplish task
summative evalutations
positive interdependence
cooperative learning
demonstrations
14. 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
essay
responses
generating and testing hypotheses
cues - questions - and advance organizers
15. Effective teaching model of lessons
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16. Given before teaching so teachers understand areas of weaknesses
linguistic
norm - referenced tests
diagnostic evaluations
double - entry page
17. Opportunites to transition from the classroom to the workforce
school - to - work
flexible grouping
rubrics
linguistic
18. Combines service to the community with learning inside and outside the classroom
anchored instruction
service learning
thematic instruction
Numbered Heads together
19. Students work as a class to read - discuss - or solve problem (don't use all the time)
journals
Jigsaw
samples
whole - group instrcution
20. Focus on oberservable behaviors and focus on congnitive objectives
grade - level equivalent scores
behavioral and cognitive objectives
Summarizing and Note - taking
curriculum compacting
21. Teacher/student discussion to improve comprehension
nonlinguistic
SQ3R
simulations
reciprocal teaching
22. Collection of products that reflect progress in a content area
transfer
portfolio
standards
interdisciplinary instruction
23. Extent to which an assessment is consistent with its measures
reliability
interdisciplinary instruction
school - to - work
graphic organizer
24. 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
nonlinguistic
SQ3R
thematic instruction
standard error of measurment
25. Measures student progress toward meeting goals based on local - state - and/or national goals
setting objectives and providing feedback
linguistic
standards - based assessments
stanines
26. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
positive interdependence
standard deviation
anchored instruction
27. Excursions off the main campus to acheive deeper meaning
field trips
transfer
generating and testing hypotheses
anecdotal records
28. Where the student's score is in comparison to national or local norm
mean - median - and mode
Student Teams Achievement Divisions (STAD)
analytical scoring
percentile rank
29. Groups that change as the students' learnng needs change
assigning home and practice
thematic instruction
primary source documents
flexible grouping
30. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
validity
field trips
standard error of measurment
Identifying similarities and differences
31. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
primary source documents
content standards
project - based learning
32. Realistic scenarios to consider during simulation
simulations
interpersonal skills
percentile rank
norm - referenced tests
33. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
formative evaluations
reciprocal teaching
graphic organizer
Jigsaw
34. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
flexible grouping
discussion
Essential Nine
reciprocal teaching
35. Visual - kinesthetic - whole body
curriculum compacting
nonlinguistic
transfer
inquiry model
36. Deciding what to believe or what to do
critical thinking
formative evaluations
think - pair - share
curriculum chunking
37. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
Numbered Heads together
field trips
Student Teams Achievement Divisions (STAD)
individual and group accontability
38. 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
play
direct instruction
curriculum chunking
assigning home and practice
39. 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)
direct instruction
diagnostic evaluations
grouping practices
positive interaction
40. Nonlinguistic and linguistic
Knowledge storage
rubrics
assigning home and practice
school - to - work
41. In original unaltered form
reliability
discussion
primary source documents
thematic instruction
42. Students working together to solve problems or achieve goals
observation
technology
cooperative learning
Jigsaw
43. Watching students interactions and learning behaviors
analytical scoring
observation
independent study
Hunter's Model
44. Written work that makes connections between new and previously learned context
percentile rank
Essential Nine
essay
aptitude tests
45. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
simulations
standards
positive interaction
46. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
quartiles
reliability
inquiry model
grouping practices
47. Provides expectations for the knowlege stduents must demonstrate in specific content areas
generating and testing hypotheses
anticipatory set
content standards
individual and group accontability
48. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
rubrics
summative evalutations
direct instruction
project - based learning
49. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
inquiry model
Hunter's Model
learning centers
service learning
50. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
interdisciplinary instruction
discovery learning
positive interaction
reciprocal teaching