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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. Visual - kinesthetic - whole body
nonlinguistic
formative evaluations
lesson planning
stanines
2. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
standards
responses
discussion
criterion - referenced tests
3. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
Knowledge storage
standards
group processing
discovery learning
4. Deciding what to believe or what to do
critical thinking
learning centers
interdisciplinary instruction
discussion
5. Combines service to the community with learning inside and outside the classroom
Student Teams Achievement Divisions (STAD)
quartiles
Identifying similarities and differences
service learning
6. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
school - to - work
performance standards
learning centers
anecdotal records
7. Develop the response
discovery learning
simulations
authentic assessments
field trips
8. Students work as a class to read - discuss - or solve problem (don't use all the time)
anchored instruction
graphic organizer
simulations
whole - group instrcution
9. 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
reinforcing effort/providing recognition
positive interaction
simulations
10. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
graphic organizer
lesson planning
think - pair - share
essay
11. Reading or hearing
content standards
positive interdependence
tiered instruction
linguistic
12. Groups that change as the students' learnng needs change
content standards
achievement tests
flexible grouping
interpersonal skills
13. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
summative evalutations
reinforcing effort/providing recognition
content standards
individual and group accontability
14. Interests of the children (early childhood - based)
generating and testing hypotheses
emergent curriculum
validity
linguistic
15. Based on mathematical transformation of a raw scores
samples
scaled scores
discovery learning
observation
16. Set the level of performance expectation for students; set at state level
transfer
linguistic
generating and testing hypotheses
performance standards
17. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
authentic assessments
holistic scoring
formative evaluations
lesson planning
18. Organizing curriculum around large themes
demonstrations
standard error of measurment
nonlinguistic
thematic instruction
19. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
content standards
Hunter's Model
formative evaluations
20. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
project - based learning
diagnostic evaluations
transfer
21. Scoring guide used in assessments
rubrics
emergent curriculum
Jigsaw
setting objectives and providing feedback
22. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
content standards
transfer
norm - referenced tests
reinforcing effort/providing recognition
23. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
inquiry model
discovery learning
content standards
summative evalutations
24. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
setting objectives and providing feedback
aptitude tests
nonlinguistic
25. Specific expectations of what a student must know and be able to do
graphic organizer
discovery learning
behavioral and cognitive objectives
standards
26. Nonlinguistic and linguistic
Jigsaw
inquiry model
Knowledge storage
summative evalutations
27. Student must perform a task or generate his or her own response during assessment
questioning
thematic instruction
performance assessments
mastery learning
28. Collection of products that reflect progress in a content area
positive interaction
essay
mnemonics
portfolio
29. Equivalent number of questions he or she answered correctly
reliability
Knowledge storage
raw score
discussion
30. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
lesson planning
stanines
mastery learning
Summarizing and Note - taking
31. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
Jigsaw
Identifying similarities and differences
quartiles
primary source documents
32. Realistic scenarios to consider during simulation
simulations
cooperative learning
interdisciplinary instruction
percentile rank
33. Small groups or pairs to solve a problem or learn more about topic
project - based learning
rubrics
lesson planning
aptitude tests
34. Smaller number of particpants drawn from a total population
samples
demonstrations
anchored instruction
behavioral and cognitive objectives
35. 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
performance assessments
validity
curriculum compacting
scaled scores
36. Student must work together to successfully accomplish task
critical thinking
validity
positive interdependence
reliability
37. Focus on oberservable behaviors and focus on congnitive objectives
mastery learning
standard deviation
behavioral and cognitive objectives
Student Teams Achievement Divisions (STAD)
38. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
journals
reliability
Identifying similarities and differences
39. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
setting objectives and providing feedback
diagnostic evaluations
graphic organizer
school - to - work
40. Grade - level expectations or mastery (teacher - made or textbood made exam)
linguistic
criterion - referenced tests
individual and group accontability
nonlinguistic
41. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
standard error of measurment
performance assessments
criterion - referenced tests
42. 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)
reciprocal teaching
summative evalutations
standard deviation
questioning
43. Standarized tests (used against peer's scores)
rubrics
direct instruction
assigning home and practice
norm - referenced tests
44. 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
Essential Nine
anchored instruction
Student Teams Achievement Divisions (STAD)
direct instruction
45. What the student feels is his or her area of weakness or strength
primary source documents
self - evaluation
assigning home and practice
project - based learning
46. 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
content standards
quartiles
SQ3R
Jigsaw
47. Students working together to solve problems or achieve goals
reliability
Student Teams Achievement Divisions (STAD)
cooperative learning
cues - questions - and advance organizers
48. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
tiered instruction
interdisciplinary instruction
curriculum compacting
49. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
Jigsaw
independent study
interpersonal skills
curriculum frameworks
50. Measures student progress toward meeting goals based on local - state - and/or national goals
transfer
critical thinking
behavioral and cognitive objectives
standards - based assessments