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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. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
validity
standard deviation
simulations
grouping practices
2. Standardized tests desired to measure ability to develop or acquire skills and knowledge
reliability
aptitude tests
anecdotal records
positive interdependence
3. Teacher/student discussion to improve comprehension
reciprocal teaching
Student Teams Achievement Divisions (STAD)
standard deviation
thematic instruction
4. 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
direct instruction
anchored instruction
standards - based assessments
Summarizing and Note - taking
5. Student must work together to successfully accomplish task
differentiated instruction
positive interdependence
cooperative learning
simulations
6. Specific expectations of what a student must know and be able to do
validity
positive interdependence
lesson planning
standards
7. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
journals
think - pair - share
interdisciplinary instruction
independent study
8. Deciding what to believe or what to do
percentile rank
independent study
critical thinking
scaled scores
9. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
play
technology
discussion
journals
10. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
scaled scores
Student Teams Achievement Divisions (STAD)
standards
differentiated instruction
11. Extended practice of lesson that is meaninful (time - limit appropriate)
standards
diagnostic evaluations
assigning home and practice
performance assessments
12. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
observation
journals
positive interdependence
nonlinguistic
13. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
critical thinking
questioning
graphic organizer
nonlinguistic
14. Based on mathematical transformation of a raw scores
scaled scores
discussion
tiered instruction
play
15. Measure a student's knowledge or proficiency in something that has been learned
behavioral and cognitive objectives
formative evaluations
achievement tests
standards - based assessments
16. 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
norm - referenced tests
criterion - referenced tests
graphic organizer
SQ3R
17. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
mnemonics
performance assessments
inquiry model
simulations
18. Double - entry page - graphic organziers - and SQ3R
anticipatory set
discovery learning
Summarizing and Note - taking
samples
19. Home team - each student is then given a number - each student joins others with same number to become expert - home team comes together to teach others the lesson he/she learned
setting objectives and providing feedback
anchored instruction
Numbered Heads together
rubrics
20. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
linguistic
performance assessments
rubrics
Identifying similarities and differences
21. Smaller number of particpants drawn from a total population
think - pair - share
samples
service learning
technology
22. Extent to which an assessment is consistent with its measures
raw score
reliability
validity
responses
23. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
mastery learning
essay
critical thinking
24. Mean = average median = midpoint mode= most common
reliability
mean - median - and mode
double - entry page
SQ3R
25. Interests of the children (early childhood - based)
learning centers
emergent curriculum
positive interaction
curriculum chunking
26. Collection of products that reflect progress in a content area
raw score
portfolio
Jigsaw
Numbered Heads together
27. Small groups or pairs to solve a problem or learn more about topic
samples
curriculum compacting
project - based learning
performance standards
28. Instructional strategies suggested by researchers that improve achievement across the content area
raw score
aptitude tests
Essential Nine
assigning home and practice
29. 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
Jigsaw
lesson planning
norm - referenced tests
technology
30. Realistic scenarios to consider during simulation
simulations
analytical scoring
Knowledge storage
journals
31. Where the student's score is in comparison to national or local norm
percentile rank
graphic organizer
curriculum chunking
Identifying similarities and differences
32. Responding to a wide range of abilities present in the classroom
differentiated instruction
stanines
Jigsaw
anecdotal records
33. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
emergent curriculum
direct instruction
stanines
mean - median - and mode
34. 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
behavioral and cognitive objectives
curriculum chunking
service learning
technology
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
reinforcing effort/providing recognition
whole - group instrcution
interdisciplinary instruction
curriculum compacting
36. Opportunites to transition from the classroom to the workforce
discovery learning
school - to - work
Knowledge storage
lesson planning
37. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
quartiles
learning centers
behavioral and cognitive objectives
double - entry page
38. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
anchored instruction
play
whole - group instrcution
essay
39. This taps into students' natural curiosity to each student's advantage; it helps students more deeply understand concepts...student must be clear in explaining to apply knowledge to new setting
generating and testing hypotheses
responses
project - based learning
summative evalutations
40. Equivalent number of questions he or she answered correctly
demonstrations
assigning home and practice
reciprocal teaching
raw score
41. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
Jigsaw
stanines
discussion
analytical scoring
42. Develop the response
service learning
authentic assessments
samples
Essential Nine
43. What the student feels is his or her area of weakness or strength
think - pair - share
self - evaluation
content standards
journals
44. Nonlinguistic and linguistic
Identifying similarities and differences
standard deviation
field trips
Knowledge storage
45. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mean - median - and mode
standards - based assessments
mastery learning
primary source documents
46. Oral - written - or through visual performance
grade - level equivalent scores
service learning
tiered instruction
responses
47. Teacher offers same core content to each student but provides varying levels of support for students
anchored instruction
rubrics
standards
tiered instruction
48. 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)
Jigsaw
grouping practices
aptitude tests
graphic organizer
49. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
demonstrations
lesson planning
Identifying similarities and differences
discovery learning
50. Students working together to solve problems or achieve goals
rubrics
anticipatory set
cooperative learning
interpersonal skills