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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. Test is found to be valid if it measures what it was designed to measure
group processing
questioning
cooperative learning
validity
2. Teacher/student discussion to improve comprehension
reciprocal teaching
think - pair - share
grade - level equivalent scores
lesson planning
3. Grade - level expectations or mastery (teacher - made or textbood made exam)
observation
inquiry model
criterion - referenced tests
Essential Nine
4. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
Identifying similarities and differences
demonstrations
interpersonal skills
formative evaluations
5. Realistic scenarios to consider during simulation
discovery learning
independent study
service learning
simulations
6. 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
generating and testing hypotheses
validity
learning centers
interpersonal skills
7. Smaller number of particpants drawn from a total population
generating and testing hypotheses
samples
quartiles
school - to - work
8. Essays - short - answer
positive interaction
assigning home and practice
standard deviation
analytical scoring
9. Standarized tests (used against peer's scores)
norm - referenced tests
criterion - referenced tests
discussion
demonstrations
10. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
assigning home and practice
discovery learning
essay
setting objectives and providing feedback
11. In original unaltered form
cues - questions - and advance organizers
primary source documents
thematic instruction
Identifying similarities and differences
12. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
samples
performance assessments
Jigsaw
13. Student must work together to successfully accomplish task
journals
Essential Nine
independent study
positive interdependence
14. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
standards
formative evaluations
transfer
group processing
15. Student must perform a task or generate his or her own response during assessment
performance assessments
generating and testing hypotheses
technology
Hunter's Model
16. Specific expectations of what a student must know and be able to do
standard deviation
setting objectives and providing feedback
standards
generating and testing hypotheses
17. Equivalent number of questions he or she answered correctly
Summarizing and Note - taking
norm - referenced tests
raw score
grade - level equivalent scores
18. Groups that change as the students' learnng needs change
school - to - work
Summarizing and Note - taking
differentiated instruction
flexible grouping
19. Reading or hearing
journals
cues - questions - and advance organizers
linguistic
achievement tests
20. Small groups or pairs to solve a problem or learn more about topic
content standards
portfolio
project - based learning
play
21. 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)
grouping practices
self - evaluation
tiered instruction
content standards
22. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
curriculum compacting
play
think - pair - share
23. Standardized tests desired to measure ability to develop or acquire skills and knowledge
school - to - work
SQ3R
aptitude tests
field trips
24. Nonlinguistic and linguistic
Summarizing and Note - taking
Knowledge storage
grade - level equivalent scores
reciprocal teaching
25. Double - entry page - graphic organziers - and SQ3R
setting objectives and providing feedback
observation
Summarizing and Note - taking
whole - group instrcution
26. 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
holistic scoring
assigning home and practice
Numbered Heads together
think - pair - share
27. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
journals
questioning
individual and group accontability
rubrics
28. Responding to a wide range of abilities present in the classroom
Summarizing and Note - taking
differentiated instruction
behavioral and cognitive objectives
mnemonics
29. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
anticipatory set
reliability
positive interaction
30. Students working together to solve problems or achieve goals
emergent curriculum
Jigsaw
transfer
cooperative learning
31. Opportunites to transition from the classroom to the workforce
school - to - work
mnemonics
emergent curriculum
learning centers
32. Showing a student what something is or how to do something
mean - median - and mode
mnemonics
demonstrations
journals
33. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
thematic instruction
Student Teams Achievement Divisions (STAD)
transfer
critical thinking
34. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
curriculum compacting
rubrics
quartiles
direct instruction
35. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
raw score
play
differentiated instruction
journals
36. Students must be taught and learn to use teamwork and positive social skills when working with others
simulations
interpersonal skills
Identifying similarities and differences
authentic assessments
37. What the student feels is his or her area of weakness or strength
flexible grouping
play
behavioral and cognitive objectives
self - evaluation
38. Organizing curriculum around large themes
anecdotal records
aptitude tests
thematic instruction
formative evaluations
39. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
summative evalutations
emergent curriculum
critical thinking
40. Demonstrate the grade and month of the school year to which a student score can be compared
curriculum chunking
reliability
school - to - work
grade - level equivalent scores
41. Teacher offers same core content to each student but provides varying levels of support for students
graphic organizer
Hunter's Model
tiered instruction
Jigsaw
42. Measure a student's knowledge or proficiency in something that has been learned
critical thinking
transfer
emergent curriculum
achievement tests
43. Tool for learning in schools today
scaled scores
anticipatory set
direct instruction
technology
44. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
formative evaluations
project - based learning
double - entry page
achievement tests
45. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
tiered instruction
responses
Jigsaw
anecdotal records
46. Deciding what to believe or what to do
critical thinking
Numbered Heads together
norm - referenced tests
analytical scoring
47. 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
reciprocal teaching
Knowledge storage
aptitude tests
anticipatory set
48. Where the student's score is in comparison to national or local norm
percentile rank
positive interdependence
thematic instruction
self - evaluation
49. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
thematic instruction
formative evaluations
direct instruction
technology
50. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
Summarizing and Note - taking
anchored instruction
tiered instruction
learning centers