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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. Reading or hearing
performance standards
aptitude tests
standard deviation
linguistic
2. Nonlinguistic and linguistic
reliability
Knowledge storage
interpersonal skills
learning centers
3. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
aptitude tests
group processing
discovery learning
lesson planning
4. 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
positive interaction
Summarizing and Note - taking
journals
Jigsaw
5. Collection of products that reflect progress in a content area
Essential Nine
journals
anticipatory set
portfolio
6. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
Student Teams Achievement Divisions (STAD)
standards
formative evaluations
transfer
7. Written work that makes connections between new and previously learned context
critical thinking
essay
validity
performance assessments
8. Oral - written - or through visual performance
content standards
grade - level equivalent scores
responses
generating and testing hypotheses
9. Student must perform a task or generate his or her own response during assessment
thematic instruction
reliability
essay
performance assessments
10. Essays - short - answer
primary source documents
rubrics
nonlinguistic
analytical scoring
11. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
interdisciplinary instruction
cooperative learning
reinforcing effort/providing recognition
learning centers
12. 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
Essential Nine
curriculum compacting
journals
primary source documents
13. Opportunites to transition from the classroom to the workforce
school - to - work
standard error of measurment
flexible grouping
curriculum chunking
14. Used for students with memory difficulties or learning disabilties
rubrics
double - entry page
mnemonics
Hunter's Model
15. Deciding what to believe or what to do
independent study
behavioral and cognitive objectives
critical thinking
reinforcing effort/providing recognition
16. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
stanines
journals
anchored instruction
essay
17. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
cues - questions - and advance organizers
independent study
questioning
summative evalutations
18. 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
assigning home and practice
curriculum frameworks
graphic organizer
anticipatory set
19. Combining information from two or more content areas (English and history)
norm - referenced tests
interdisciplinary instruction
think - pair - share
field trips
20. Students work as a class to read - discuss - or solve problem (don't use all the time)
mnemonics
Numbered Heads together
whole - group instrcution
Knowledge storage
21. What the student feels is his or her area of weakness or strength
nonlinguistic
flexible grouping
quartiles
self - evaluation
22. 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)
technology
questioning
transfer
mnemonics
23. 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
differentiated instruction
inquiry model
samples
curriculum chunking
24. Effective teaching model of lessons
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25. 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
mean - median - and mode
scaled scores
generating and testing hypotheses
anchored instruction
26. 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
thematic instruction
school - to - work
validity
generating and testing hypotheses
27. 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)
field trips
transfer
observation
grouping practices
28. Visual - kinesthetic - whole body
reinforcing effort/providing recognition
discovery learning
summative evalutations
nonlinguistic
29. 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
SQ3R
inquiry model
whole - group instrcution
Hunter's Model
30. Equivalent number of questions he or she answered correctly
technology
scaled scores
diagnostic evaluations
raw score
31. Measure a student's knowledge or proficiency in something that has been learned
simulations
SQ3R
achievement tests
field trips
32. Tool for learning in schools today
nonlinguistic
technology
behavioral and cognitive objectives
criterion - referenced tests
33. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
performance assessments
individual and group accontability
criterion - referenced tests
mnemonics
34. Extent to which an assessment is consistent with its measures
cues - questions - and advance organizers
double - entry page
questioning
reliability
35. Teacher/student discussion to improve comprehension
scaled scores
content standards
reciprocal teaching
positive interaction
36. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
critical thinking
mastery learning
reciprocal teaching
aptitude tests
37. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
percentile rank
Identifying similarities and differences
interpersonal skills
graphic organizer
38. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
interdisciplinary instruction
Hunter's Model
simulations
standard deviation
39. Standarized tests (used against peer's scores)
norm - referenced tests
independent study
aptitude tests
quartiles
40. Showing a student what something is or how to do something
lesson planning
school - to - work
mnemonics
demonstrations
41. 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
validity
mnemonics
standards
cues - questions - and advance organizers
42. Realistic scenarios to consider during simulation
curriculum compacting
simulations
Student Teams Achievement Divisions (STAD)
holistic scoring
43. Mean = average median = midpoint mode= most common
mean - median - and mode
questioning
summative evalutations
anticipatory set
44. Students working together to solve problems or achieve goals
responses
cooperative learning
mnemonics
observation
45. Test is found to be valid if it measures what it was designed to measure
individual and group accontability
validity
aptitude tests
technology
46. Watching students interactions and learning behaviors
think - pair - share
analytical scoring
observation
school - to - work
47. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
anchored instruction
learning centers
linguistic
group processing
48. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
cues - questions - and advance organizers
transfer
inquiry model
technology
49. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
Jigsaw
norm - referenced tests
discussion
positive interaction
50. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
SQ3R
responses
school - to - work