SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Students must be taught and learn to use teamwork and positive social skills when working with others
thematic instruction
project - based learning
graphic organizer
interpersonal skills
2. Extended practice of lesson that is meaninful (time - limit appropriate)
emergent curriculum
assigning home and practice
linguistic
positive interaction
3. Based on mathematical transformation of a raw scores
scaled scores
SQ3R
generating and testing hypotheses
school - to - work
4. Showing a student what something is or how to do something
service learning
demonstrations
nonlinguistic
achievement tests
5. Written work that makes connections between new and previously learned context
essay
curriculum chunking
anchored instruction
Essential Nine
6. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
responses
individual and group accontability
tiered instruction
generating and testing hypotheses
7. Deciding what to believe or what to do
portfolio
mean - median - and mode
critical thinking
cues - questions - and advance organizers
8. Standardized tests desired to measure ability to develop or acquire skills and knowledge
diagnostic evaluations
interpersonal skills
aptitude tests
discussion
9. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
generating and testing hypotheses
samples
standard error of measurment
content standards
10. Students working together to solve problems or achieve goals
cooperative learning
graphic organizer
performance assessments
percentile rank
11. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
norm - referenced tests
aptitude tests
assigning home and practice
12. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
graphic organizer
standard error of measurment
behavioral and cognitive objectives
anecdotal records
13. Student must perform a task or generate his or her own response during assessment
performance assessments
anchored instruction
Hunter's Model
standard deviation
14. Develop the response
authentic assessments
performance assessments
Hunter's Model
norm - referenced tests
15. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
independent study
stanines
transfer
mnemonics
16. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
inquiry model
validity
project - based learning
17. Teacher/student discussion to improve comprehension
reciprocal teaching
questioning
interpersonal skills
standards
18. Extent to which an assessment is consistent with its measures
reliability
analytical scoring
transfer
curriculum chunking
19. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
assigning home and practice
emergent curriculum
generating and testing hypotheses
20. Tool for learning in schools today
critical thinking
direct instruction
service learning
technology
21. Responding to a wide range of abilities present in the classroom
standards
differentiated instruction
curriculum chunking
direct instruction
22. Scoring guide used in assessments
service learning
rubrics
mnemonics
mean - median - and mode
23. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
setting objectives and providing feedback
individual and group accontability
standards - based assessments
quartiles
24. Collection of products that reflect progress in a content area
portfolio
holistic scoring
stanines
responses
25. Organizing curriculum around large themes
anecdotal records
stanines
thematic instruction
project - based learning
26. Measures student progress toward meeting goals based on local - state - and/or national goals
service learning
standards - based assessments
transfer
demonstrations
27. Teacher offers same core content to each student but provides varying levels of support for students
self - evaluation
Numbered Heads together
validity
tiered instruction
28. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
reciprocal teaching
content standards
transfer
think - pair - share
29. Opportunites to transition from the classroom to the workforce
school - to - work
performance assessments
mastery learning
double - entry page
30. Small groups or pairs to solve a problem or learn more about topic
Identifying similarities and differences
project - based learning
positive interdependence
diagnostic evaluations
31. 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
standard error of measurment
anchored instruction
essay
transfer
32. 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
curriculum chunking
cues - questions - and advance organizers
standards - based assessments
authentic assessments
33. Essays - short - answer
analytical scoring
grade - level equivalent scores
school - to - work
standards
34. 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
positive interdependence
journals
cues - questions - and advance organizers
portfolio
35. Excursions off the main campus to acheive deeper meaning
curriculum compacting
rubrics
field trips
stanines
36. Realistic scenarios to consider during simulation
simulations
reliability
field trips
setting objectives and providing feedback
37. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
anchored instruction
holistic scoring
flexible grouping
38. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
discussion
standards - based assessments
grouping practices
formative evaluations
39. Effective teaching model of lessons
40. Grade - level expectations or mastery (teacher - made or textbood made exam)
self - evaluation
independent study
positive interaction
criterion - referenced tests
41. Used for students with memory difficulties or learning disabilties
mnemonics
standard deviation
norm - referenced tests
linguistic
42. Focus on oberservable behaviors and focus on congnitive objectives
flexible grouping
behavioral and cognitive objectives
learning centers
Identifying similarities and differences
43. 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)
setting objectives and providing feedback
thematic instruction
aptitude tests
transfer
44. Interaction that promotes face - to - face or individual interaction and relationships
standards - based assessments
nonlinguistic
positive interaction
observation
45. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
Knowledge storage
individual and group accontability
critical thinking
46. Watching students interactions and learning behaviors
generating and testing hypotheses
standard error of measurment
stanines
observation
47. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
Hunter's Model
service learning
validity
48. Set the level of performance expectation for students; set at state level
anchored instruction
setting objectives and providing feedback
performance standards
Student Teams Achievement Divisions (STAD)
49. Where the student's score is in comparison to national or local norm
formative evaluations
mastery learning
percentile rank
individual and group accontability
50. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
anticipatory set
standard deviation
tiered instruction