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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. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






2. Focus on oberservable behaviors and focus on congnitive objectives






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






4. Student must work together to successfully accomplish task






5. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






6. Extended practice of lesson that is meaninful (time - limit appropriate)






7. Measure a student's knowledge or proficiency in something that has been learned






8. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






9. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






10. 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






11. Demonstrate the grade and month of the school year to which a student score can be compared






12. Realistic scenarios to consider during simulation






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






14. Excursions off the main campus to acheive deeper meaning






15. Nonlinguistic and linguistic






16. Based on mathematical transformation of a raw scores






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






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






19. 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






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






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)






22. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






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






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






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






26. 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






27. Mean = average median = midpoint mode= most common






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






29. Teacher offers same core content to each student but provides varying levels of support for students






30. Combining information from two or more content areas (English and history)






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






32. Smaller number of particpants drawn from a total population






33. Set the level of performance expectation for students; set at state level






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






35. Equivalent number of questions he or she answered correctly






36. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






37. 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






38. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






39. 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






40. Visual - kinesthetic - whole body






41. Instructional materials are divided and then studied by individuals or pairs of students. After they become experts on their sections of information they share the information with the group






42. Teacher/student discussion to improve comprehension






43. 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)






44. Develop the response






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






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






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






48. Watching students interactions and learning behaviors






49. Organizing curriculum around large themes






50. Effective teaching model of lessons

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