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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. 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
SQ3R
aptitude tests
diagnostic evaluations
reciprocal teaching
2. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
anecdotal records
graphic organizer
journals
Numbered Heads together
3. Set the level of performance expectation for students; set at state level
standard deviation
performance standards
positive interdependence
standards - based assessments
4. Extended practice of lesson that is meaninful (time - limit appropriate)
standards
curriculum compacting
assigning home and practice
responses
5. Responding to a wide range of abilities present in the classroom
content standards
differentiated instruction
graphic organizer
field trips
6. Effective teaching model of lessons
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7. 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)
diagnostic evaluations
content standards
lesson planning
grouping practices
8. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
diagnostic evaluations
individual and group accontability
Hunter's Model
content standards
9. Teacher/student discussion to improve comprehension
nonlinguistic
reciprocal teaching
simulations
discussion
10. Visual - kinesthetic - whole body
nonlinguistic
standards
play
anticipatory set
11. Focus on oberservable behaviors and focus on congnitive objectives
group processing
behavioral and cognitive objectives
diagnostic evaluations
think - pair - share
12. 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)
think - pair - share
service learning
setting objectives and providing feedback
Identifying similarities and differences
13. Teacher offers same core content to each student but provides varying levels of support for students
positive interdependence
tiered instruction
Summarizing and Note - taking
analytical scoring
14. Extent to which an assessment is consistent with its measures
field trips
reliability
differentiated instruction
curriculum chunking
15. Opportunites to transition from the classroom to the workforce
inquiry model
performance standards
school - to - work
curriculum chunking
16. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
aptitude tests
curriculum chunking
lesson planning
criterion - referenced tests
17. Used for students with memory difficulties or learning disabilties
mnemonics
journals
Essential Nine
essay
18. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
interdisciplinary instruction
Numbered Heads together
self - evaluation
stanines
19. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
group processing
SQ3R
simulations
20. Measure a student's knowledge or proficiency in something that has been learned
Hunter's Model
Student Teams Achievement Divisions (STAD)
critical thinking
achievement tests
21. Test is found to be valid if it measures what it was designed to measure
validity
quartiles
self - evaluation
Numbered Heads together
22. Small groups or pairs to solve a problem or learn more about topic
project - based learning
anecdotal records
Hunter's Model
curriculum chunking
23. Standarized tests (used against peer's scores)
reliability
interdisciplinary instruction
norm - referenced tests
Knowledge storage
24. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
primary source documents
norm - referenced tests
linguistic
25. Students must be taught and learn to use teamwork and positive social skills when working with others
lesson planning
samples
summative evalutations
interpersonal skills
26. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
standards - based assessments
behavioral and cognitive objectives
quartiles
think - pair - share
27. Combining information from two or more content areas (English and history)
holistic scoring
formative evaluations
Hunter's Model
interdisciplinary instruction
28. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
reinforcing effort/providing recognition
behavioral and cognitive objectives
responses
mastery learning
29. 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
differentiated instruction
questioning
Jigsaw
30. Standardized tests desired to measure ability to develop or acquire skills and knowledge
curriculum frameworks
demonstrations
aptitude tests
percentile rank
31. Students work as a class to read - discuss - or solve problem (don't use all the time)
critical thinking
whole - group instrcution
positive interdependence
generating and testing hypotheses
32. 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
emergent curriculum
Knowledge storage
Numbered Heads together
interpersonal skills
33. Student must perform a task or generate his or her own response during assessment
positive interdependence
lesson planning
performance assessments
discovery learning
34. Deciding what to believe or what to do
anticipatory set
Student Teams Achievement Divisions (STAD)
critical thinking
interpersonal skills
35. Groups that change as the students' learnng needs change
emergent curriculum
Hunter's Model
SQ3R
flexible grouping
36. Realistic scenarios to consider during simulation
anticipatory set
generating and testing hypotheses
reinforcing effort/providing recognition
simulations
37. In original unaltered form
curriculum frameworks
norm - referenced tests
primary source documents
lesson planning
38. Combines service to the community with learning inside and outside the classroom
mastery learning
grade - level equivalent scores
service learning
anticipatory set
39. Based on mathematical transformation of a raw scores
journals
reciprocal teaching
direct instruction
scaled scores
40. Students working together to solve problems or achieve goals
cooperative learning
achievement tests
simulations
standard error of measurment
41. Provides expectations for the knowlege stduents must demonstrate in specific content areas
raw score
quartiles
content standards
SQ3R
42. Equivalent number of questions he or she answered correctly
tiered instruction
direct instruction
raw score
aptitude tests
43. Interests of the children (early childhood - based)
essay
nonlinguistic
emergent curriculum
standard deviation
44. Smaller number of particpants drawn from a total population
Summarizing and Note - taking
norm - referenced tests
flexible grouping
samples
45. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
group processing
samples
Jigsaw
formative evaluations
46. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
performance standards
percentile rank
reliability
inquiry model
47. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
think - pair - share
discovery learning
performance standards
samples
48. Collection of products that reflect progress in a content area
SQ3R
portfolio
positive interaction
thematic instruction
49. Essays - short - answer
analytical scoring
cooperative learning
grade - level equivalent scores
Jigsaw
50. Excursions off the main campus to acheive deeper meaning
mean - median - and mode
field trips
mastery learning
reinforcing effort/providing recognition