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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. Standarized tests (used against peer's scores)
reciprocal teaching
mastery learning
norm - referenced tests
behavioral and cognitive objectives
2. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
linguistic
discovery learning
Essential Nine
whole - group instrcution
3. Effective teaching model of lessons
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4. Combines service to the community with learning inside and outside the classroom
setting objectives and providing feedback
service learning
Essential Nine
emergent curriculum
5. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
cooperative learning
project - based learning
grouping practices
6. Visual - kinesthetic - whole body
Numbered Heads together
nonlinguistic
mnemonics
journals
7. Tool for learning in schools today
critical thinking
technology
performance assessments
mean - median - and mode
8. 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
anchored instruction
mean - median - and mode
generating and testing hypotheses
direct instruction
9. Excursions off the main campus to acheive deeper meaning
raw score
field trips
observation
Knowledge storage
10. Reading or hearing
discussion
criterion - referenced tests
anecdotal records
linguistic
11. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge
anticipatory set
demonstrations
differentiated instruction
lesson planning
12. Smaller number of particpants drawn from a total population
Numbered Heads together
interpersonal skills
achievement tests
samples
13. Specific expectations of what a student must know and be able to do
standards
raw score
aptitude tests
essay
14. Students must be taught and learn to use teamwork and positive social skills when working with others
Knowledge storage
direct instruction
play
interpersonal skills
15. 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
individual and group accontability
SQ3R
percentile rank
performance assessments
16. Instructional strategies suggested by researchers that improve achievement across the content area
individual and group accontability
Essential Nine
achievement tests
samples
17. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
standards - based assessments
inquiry model
authentic assessments
18. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
summative evalutations
direct instruction
analytical scoring
aptitude tests
19. Interests of the children (early childhood - based)
graphic organizer
standard deviation
thematic instruction
emergent curriculum
20. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
direct instruction
Numbered Heads together
Student Teams Achievement Divisions (STAD)
raw score
21. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
Essential Nine
observation
mnemonics
22. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
technology
performance standards
mastery learning
group processing
23. Extended practice of lesson that is meaninful (time - limit appropriate)
summative evalutations
group processing
assigning home and practice
flexible grouping
24. Interaction that promotes face - to - face or individual interaction and relationships
raw score
positive interaction
performance standards
performance assessments
25. Extent to which an assessment is consistent with its measures
differentiated instruction
reliability
raw score
inquiry model
26. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
think - pair - share
primary source documents
play
anchored instruction
27. Focus on oberservable behaviors and focus on congnitive objectives
observation
behavioral and cognitive objectives
anticipatory set
analytical scoring
28. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
cooperative learning
simulations
learning centers
quartiles
29. 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
nonlinguistic
school - to - work
technology
cues - questions - and advance organizers
30. Students working together to solve problems or achieve goals
raw score
cooperative learning
thematic instruction
direct instruction
31. Collection of products that reflect progress in a content area
authentic assessments
portfolio
interpersonal skills
standard deviation
32. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
technology
authentic assessments
Knowledge storage
33. Teacher/student discussion to improve comprehension
independent study
anchored instruction
reinforcing effort/providing recognition
reciprocal teaching
34. What the student feels is his or her area of weakness or strength
questioning
Knowledge storage
field trips
self - evaluation
35. Scoring guide used in assessments
samples
percentile rank
rubrics
holistic scoring
36. Teacher offers same core content to each student but provides varying levels of support for students
thematic instruction
nonlinguistic
tiered instruction
grade - level equivalent scores
37. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
flexible grouping
self - evaluation
positive interaction
graphic organizer
38. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
thematic instruction
Knowledge storage
reliability
standard error of measurment
39. Groups that change as the students' learnng needs change
diagnostic evaluations
technology
assigning home and practice
flexible grouping
40. Watching students interactions and learning behaviors
mastery learning
norm - referenced tests
scaled scores
observation
41. Combining information from two or more content areas (English and history)
interpersonal skills
grouping practices
formative evaluations
interdisciplinary instruction
42. Grade - level expectations or mastery (teacher - made or textbood made exam)
performance standards
criterion - referenced tests
Student Teams Achievement Divisions (STAD)
critical thinking
43. Realistic scenarios to consider during simulation
standards
Student Teams Achievement Divisions (STAD)
simulations
rubrics
44. Double - entry page - graphic organziers - and SQ3R
group processing
field trips
Summarizing and Note - taking
percentile rank
45. Based on mathematical transformation of a raw scores
assigning home and practice
standards
norm - referenced tests
scaled scores
46. 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)
curriculum chunking
validity
self - evaluation
grouping practices
47. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
standards
lesson planning
differentiated instruction
48. 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
self - evaluation
performance assessments
curriculum compacting
Numbered Heads together
49. Equivalent number of questions he or she answered correctly
anecdotal records
raw score
setting objectives and providing feedback
independent study
50. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
standard error of measurment
reinforcing effort/providing recognition
performance assessments