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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. Excursions off the main campus to acheive deeper meaning






2. Standarized tests (used against peer's scores)






3. Deciding what to believe or what to do






4. Test is found to be valid if it measures what it was designed to measure






5. 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






6. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






7. Students working together to solve problems or achieve goals






8. Extended practice of lesson that is meaninful (time - limit appropriate)






9. Interaction that promotes face - to - face or individual interaction and relationships






10. Tool for learning in schools today






11. 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






12. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






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






14. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






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






16. Focus on oberservable behaviors and focus on congnitive objectives






17. Student must perform a task or generate his or her own response during assessment






18. Organizing curriculum around large themes






19. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






20. 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)






21. Watching students interactions and learning behaviors






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






23. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






24. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






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






26. Oral - written - or through visual performance






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






28. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






29. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






30. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






31. 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)






32. Showing a student what something is or how to do something






33. Essays - short - answer






34. Develop the response






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






36. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






37. Based on mathematical transformation of a raw scores






38. Demonstrate the grade and month of the school year to which a student score can be compared






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






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






41. Set the level of performance expectation for students; set at state level






42. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






43. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






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






45. Given before teaching so teachers understand areas of weaknesses






46. 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






47. Grade - level expectations or mastery (teacher - made or textbood made exam)






48. 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






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






50. Reading or hearing