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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. Students must be taught and learn to use teamwork and positive social skills when working with others






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






3. Based on mathematical transformation of a raw scores






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






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






6. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






7. Deciding what to believe or what to do






8. Standardized tests desired to measure ability to develop or acquire skills and knowledge






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






10. Students working together to solve problems or achieve goals






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






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






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






14. Develop the response






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






16. Provides expectations for the knowlege stduents must demonstrate in specific content areas






17. Teacher/student discussion to improve comprehension






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






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






20. Tool for learning in schools today






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






22. Scoring guide used in assessments






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






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






25. Organizing curriculum around large themes






26. Measures student progress toward meeting goals based on local - state - and/or national goals






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






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






29. Opportunites to transition from the classroom to the workforce






30. Small groups or pairs to solve a problem or learn more about topic






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






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






33. Essays - short - answer






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






35. Excursions off the main campus to acheive deeper meaning






36. Realistic scenarios to consider during simulation






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






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






39. Effective teaching model of lessons


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






41. Used for students with memory difficulties or learning disabilties






42. Focus on oberservable behaviors and focus on congnitive objectives






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)






44. Interaction that promotes face - to - face or individual interaction and relationships






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






46. Watching students interactions and learning behaviors






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






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






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






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