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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. 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)






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






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






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






5. 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






6. Reading or hearing






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






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






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






10. Essays - short - answer






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






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






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






14. Student must work together to successfully accomplish task






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






16. 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






17. Deciding what to believe or what to do






18. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






19. Specific expectations of what a student must know and be able to do






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






21. Realistic scenarios to consider during simulation






22. 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)






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






24. Develop the response






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






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






27. Measure a student's knowledge or proficiency in something that has been learned






28. Students working together to solve problems or achieve goals






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






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






31. 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






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






33. What the student feels is his or her area of weakness or strength






34. Opportunites to transition from the classroom to the workforce






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






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






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






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






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






40. Smaller number of particpants drawn from a total population






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






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






43. Equivalent number of questions he or she answered correctly






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






45. Nonlinguistic and linguistic






46. Scoring guide used in assessments






47. Oral - written - or through visual performance






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






49. Used for students with memory difficulties or learning disabilties






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