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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. Equivalent number of questions he or she answered correctly






2. Interaction that promotes face - to - face or individual interaction and relationships






3. Realistic scenarios to consider during simulation






4. Smaller number of particpants drawn from a total population






5. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






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






7. 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






8. Tool for learning in schools today






9. 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






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






11. Visual - kinesthetic - whole body






12. Interests of the children (early childhood - based)






13. Essays - short - answer






14. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






15. 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






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






17. 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)






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






19. Teacher/student discussion to improve comprehension






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






21. Scoring guide used in assessments






22. Combines service to the community with learning inside and outside the classroom






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






24. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






25. Develop the response






26. Effective teaching model of lessons

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27. Used for students with memory difficulties or learning disabilties






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






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






30. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






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






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






33. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






34. Student must work together to successfully accomplish task






35. 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






36. 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)






37. Provides expectations for the knowlege stduents must demonstrate in specific content areas






38. Collection of products that reflect progress in a content area






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






40. 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






41. Opportunites to transition from the classroom to the workforce






42. Standarized tests (used against peer's scores)






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






44. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






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






46. Specific expectations of what a student must know and be able to do






47. Oral - written - or through visual performance






48. Focus on oberservable behaviors and focus on congnitive objectives






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






50. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)