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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. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
curriculum compacting
school - to - work
grade - level equivalent scores
mastery learning
2. Focus on oberservable behaviors and focus on congnitive objectives
group processing
setting objectives and providing feedback
essay
behavioral and cognitive objectives
3. Test is found to be valid if it measures what it was designed to measure
formative evaluations
validity
curriculum compacting
grade - level equivalent scores
4. Student must work together to successfully accomplish task
linguistic
positive interdependence
discovery learning
norm - referenced tests
5. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
emergent curriculum
reinforcing effort/providing recognition
differentiated instruction
interpersonal skills
6. Extended practice of lesson that is meaninful (time - limit appropriate)
anecdotal records
raw score
positive interdependence
assigning home and practice
7. Measure a student's knowledge or proficiency in something that has been learned
performance assessments
achievement tests
anticipatory set
anecdotal records
8. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
mastery learning
anchored instruction
percentile rank
Student Teams Achievement Divisions (STAD)
9. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
curriculum frameworks
self - evaluation
whole - group instrcution
10. 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
curriculum chunking
SQ3R
demonstrations
formative evaluations
11. Demonstrate the grade and month of the school year to which a student score can be compared
differentiated instruction
reliability
school - to - work
grade - level equivalent scores
12. Realistic scenarios to consider during simulation
simulations
anecdotal records
portfolio
demonstrations
13. 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
curriculum compacting
questioning
linguistic
14. Excursions off the main campus to acheive deeper meaning
direct instruction
field trips
cues - questions - and advance organizers
analytical scoring
15. Nonlinguistic and linguistic
cues - questions - and advance organizers
flexible grouping
Knowledge storage
service learning
16. Based on mathematical transformation of a raw scores
differentiated instruction
essay
lesson planning
scaled scores
17. Students work as a class to read - discuss - or solve problem (don't use all the time)
school - to - work
quartiles
whole - group instrcution
standards - based assessments
18. Showing a student what something is or how to do something
setting objectives and providing feedback
observation
demonstrations
critical thinking
19. 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
aptitude tests
formative evaluations
generating and testing hypotheses
interpersonal skills
20. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
positive interdependence
double - entry page
anecdotal records
curriculum compacting
21. 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)
Knowledge storage
stanines
Essential Nine
grouping practices
22. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
independent study
curriculum compacting
standard error of measurment
reciprocal teaching
23. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
discovery learning
cooperative learning
individual and group accontability
24. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
quartiles
individual and group accontability
formative evaluations
self - evaluation
25. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
reinforcing effort/providing recognition
play
questioning
inquiry model
26. 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
curriculum chunking
authentic assessments
group processing
linguistic
27. Mean = average median = midpoint mode= most common
primary source documents
field trips
mean - median - and mode
mastery learning
28. Interests of the children (early childhood - based)
observation
raw score
questioning
emergent curriculum
29. Teacher offers same core content to each student but provides varying levels of support for students
transfer
curriculum compacting
standard deviation
tiered instruction
30. Combining information from two or more content areas (English and history)
interdisciplinary instruction
generating and testing hypotheses
project - based learning
journals
31. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
learning centers
double - entry page
raw score
group processing
32. Smaller number of particpants drawn from a total population
curriculum frameworks
Identifying similarities and differences
reinforcing effort/providing recognition
samples
33. Set the level of performance expectation for students; set at state level
transfer
flexible grouping
performance standards
grouping practices
34. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
SQ3R
direct instruction
project - based learning
validity
35. Equivalent number of questions he or she answered correctly
generating and testing hypotheses
mean - median - and mode
raw score
reciprocal teaching
36. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
anecdotal records
performance standards
individual and group accontability
37. 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
standard error of measurment
linguistic
analytical scoring
38. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
reciprocal teaching
essay
observation
quartiles
39. 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
analytical scoring
emergent curriculum
anchored instruction
validity
40. Visual - kinesthetic - whole body
nonlinguistic
tiered instruction
observation
curriculum chunking
41. 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
percentile rank
quartiles
questioning
Jigsaw
42. Teacher/student discussion to improve comprehension
reciprocal teaching
responses
portfolio
setting objectives and providing feedback
43. 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)
questioning
authentic assessments
Identifying similarities and differences
linguistic
44. Develop the response
behavioral and cognitive objectives
quartiles
authentic assessments
differentiated instruction
45. What the student feels is his or her area of weakness or strength
content standards
primary source documents
self - evaluation
curriculum compacting
46. Standarized tests (used against peer's scores)
setting objectives and providing feedback
stanines
norm - referenced tests
demonstrations
47. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
Essential Nine
generating and testing hypotheses
quartiles
play
48. Watching students interactions and learning behaviors
double - entry page
reinforcing effort/providing recognition
observation
inquiry model
49. Organizing curriculum around large themes
thematic instruction
mean - median - and mode
interdisciplinary instruction
journals
50. Effective teaching model of lessons
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