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






2. Student must work together to successfully accomplish task






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






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






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






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






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






8. Written work that makes connections between new and previously learned context






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






10. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






11. In original unaltered form






12. 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






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






14. 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)






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






16. Double - entry page - graphic organziers - and SQ3R






17. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






18. Equivalent number of questions he or she answered correctly






19. Develop the response






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






21. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






22. Teacher/student discussion to improve comprehension






23. Responding to a wide range of abilities present in the classroom






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






25. Essays - short - answer






26. Grade - level expectations or mastery (teacher - made or textbood made exam)






27. Watching students interactions and learning behaviors






28. Scoring guide used in assessments






29. Where the student's score is in comparison to national or local norm






30. Smaller number of particpants drawn from a total population






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






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






33. 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






34. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






35. Extent to which an assessment is consistent with its measures






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






37. Teacher finds key content that must be mastered and reduces the number of examples - activities - or lessons so that a student who is advanced can move forward and one who is lower can work for a while longer






38. 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






39. Students working together to solve problems or achieve goals






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






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






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






43. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






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






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






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






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






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






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






50. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles