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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. Responding to a wide range of abilities present in the classroom
content standards
differentiated instruction
cooperative learning
curriculum compacting
2. Opportunites to transition from the classroom to the workforce
standards - based assessments
validity
school - to - work
generating and testing hypotheses
3. 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
performance standards
responses
curriculum chunking
anticipatory set
4. Combining information from two or more content areas (English and history)
assigning home and practice
mean - median - and mode
interdisciplinary instruction
reciprocal teaching
5. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
critical thinking
learning centers
tiered instruction
mean - median - and mode
6. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
cues - questions - and advance organizers
direct instruction
independent study
group processing
7. Test is found to be valid if it measures what it was designed to measure
portfolio
content standards
demonstrations
validity
8. Deciding what to believe or what to do
formative evaluations
critical thinking
standards - based assessments
diagnostic evaluations
9. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
Summarizing and Note - taking
grade - level equivalent scores
Student Teams Achievement Divisions (STAD)
discovery learning
10. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
think - pair - share
performance assessments
reinforcing effort/providing recognition
quartiles
11. Excursions off the main campus to acheive deeper meaning
achievement tests
graphic organizer
demonstrations
field trips
12. 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
primary source documents
norm - referenced tests
formative evaluations
13. 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
standard deviation
curriculum chunking
positive interaction
diagnostic evaluations
14. 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
holistic scoring
authentic assessments
group processing
15. Focus on oberservable behaviors and focus on congnitive objectives
discussion
behavioral and cognitive objectives
flexible grouping
think - pair - share
16. Extent to which an assessment is consistent with its measures
critical thinking
linguistic
reliability
raw score
17. Based on mathematical transformation of a raw scores
holistic scoring
Identifying similarities and differences
scaled scores
curriculum frameworks
18. Interaction that promotes face - to - face or individual interaction and relationships
standards
scaled scores
positive interaction
formative evaluations
19. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
stanines
criterion - referenced tests
Identifying similarities and differences
20. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
group processing
graphic organizer
performance assessments
technology
21. In original unaltered form
Summarizing and Note - taking
standard deviation
primary source documents
school - to - work
22. Standardized tests desired to measure ability to develop or acquire skills and knowledge
standard error of measurment
questioning
emergent curriculum
aptitude tests
23. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
responses
holistic scoring
SQ3R
interdisciplinary instruction
24. Smaller number of particpants drawn from a total population
Hunter's Model
samples
grouping practices
self - evaluation
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
discovery learning
anchored instruction
whole - group instrcution
graphic organizer
26. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
anticipatory set
analytical scoring
Essential Nine
inquiry model
27. Demonstrate the grade and month of the school year to which a student score can be compared
simulations
grade - level equivalent scores
reliability
authentic assessments
28. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
content standards
observation
mastery learning
tiered instruction
29. Provides expectations for the knowlege stduents must demonstrate in specific content areas
cues - questions - and advance organizers
thematic instruction
lesson planning
content standards
30. Grade - level expectations or mastery (teacher - made or textbood made exam)
whole - group instrcution
individual and group accontability
criterion - referenced tests
Numbered Heads together
31. Mean = average median = midpoint mode= most common
mean - median - and mode
transfer
norm - referenced tests
positive interdependence
32. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
self - evaluation
responses
think - pair - share
formative evaluations
33. Oral - written - or through visual performance
emergent curriculum
summative evalutations
responses
behavioral and cognitive objectives
34. Essays - short - answer
analytical scoring
simulations
samples
norm - referenced tests
35. 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
cues - questions - and advance organizers
field trips
quartiles
responses
36. 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)
samples
emergent curriculum
grouping practices
project - based learning
37. Reading or hearing
linguistic
samples
generating and testing hypotheses
essay
38. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
curriculum frameworks
standard error of measurment
anchored instruction
portfolio
39. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
behavioral and cognitive objectives
self - evaluation
generating and testing hypotheses
summative evalutations
40. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
analytical scoring
interdisciplinary instruction
group processing
41. Used for students with memory difficulties or learning disabilties
criterion - referenced tests
raw score
Student Teams Achievement Divisions (STAD)
mnemonics
42. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
service learning
standards - based assessments
portfolio
43. Combines service to the community with learning inside and outside the classroom
discussion
service learning
achievement tests
graphic organizer
44. Student must work together to successfully accomplish task
think - pair - share
anecdotal records
positive interdependence
reciprocal teaching
45. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
standards - based assessments
project - based learning
authentic assessments
stanines
46. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
generating and testing hypotheses
field trips
anticipatory set
47. Watching students interactions and learning behaviors
observation
setting objectives and providing feedback
double - entry page
mastery learning
48. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
critical thinking
independent study
journals
group processing
49. What the student feels is his or her area of weakness or strength
self - evaluation
nonlinguistic
anchored instruction
standard deviation
50. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
rubrics
generating and testing hypotheses
achievement tests