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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. What the student feels is his or her area of weakness or strength
cooperative learning
self - evaluation
reinforcing effort/providing recognition
Numbered Heads together
2. Instructional strategies suggested by researchers that improve achievement across the content area
mnemonics
Essential Nine
curriculum chunking
graphic organizer
3. Student must work together to successfully accomplish task
behavioral and cognitive objectives
cooperative learning
criterion - referenced tests
positive interdependence
4. Extended practice of lesson that is meaninful (time - limit appropriate)
interpersonal skills
simulations
assigning home and practice
aptitude tests
5. Collection of products that reflect progress in a content area
curriculum compacting
questioning
positive interaction
portfolio
6. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
differentiated instruction
direct instruction
nonlinguistic
mean - median - and mode
7. Standarized tests (used against peer's scores)
norm - referenced tests
formative evaluations
whole - group instrcution
behavioral and cognitive objectives
8. Extent to which an assessment is consistent with its measures
performance assessments
anecdotal records
reliability
differentiated instruction
9. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
demonstrations
validity
double - entry page
learning centers
10. 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
linguistic
anchored instruction
mean - median - and mode
project - based learning
11. Showing a student what something is or how to do something
rubrics
demonstrations
simulations
diagnostic evaluations
12. Mean = average median = midpoint mode= most common
diagnostic evaluations
mean - median - and mode
Summarizing and Note - taking
technology
13. Interaction that promotes face - to - face or individual interaction and relationships
performance assessments
rubrics
aptitude tests
positive interaction
14. Small groups or pairs to solve a problem or learn more about topic
curriculum chunking
individual and group accontability
project - based learning
Jigsaw
15. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
discussion
stanines
content standards
Hunter's Model
16. 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
analytical scoring
field trips
achievement tests
anticipatory set
17. Where the student's score is in comparison to national or local norm
discussion
percentile rank
formative evaluations
standard deviation
18. Double - entry page - graphic organziers - and SQ3R
think - pair - share
Summarizing and Note - taking
service learning
independent study
19. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
achievement tests
authentic assessments
formative evaluations
inquiry model
20. Provides expectations for the knowlege stduents must demonstrate in specific content areas
curriculum frameworks
school - to - work
content standards
validity
21. Written work that makes connections between new and previously learned context
essay
mnemonics
service learning
aptitude tests
22. Smaller number of particpants drawn from a total population
holistic scoring
discovery learning
samples
grouping practices
23. Specific expectations of what a student must know and be able to do
standards
think - pair - share
diagnostic evaluations
school - to - work
24. 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
Jigsaw
tiered instruction
generating and testing hypotheses
standards
25. Organizing curriculum around large themes
flexible grouping
thematic instruction
standard error of measurment
mnemonics
26. Nonlinguistic and linguistic
positive interdependence
service learning
quartiles
Knowledge storage
27. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
standard deviation
positive interaction
Student Teams Achievement Divisions (STAD)
think - pair - share
28. 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)
grouping practices
play
differentiated instruction
authentic assessments
29. Test is found to be valid if it measures what it was designed to measure
validity
mastery learning
Summarizing and Note - taking
Student Teams Achievement Divisions (STAD)
30. Essays - short - answer
stanines
simulations
linguistic
analytical scoring
31. Measure a student's knowledge or proficiency in something that has been learned
linguistic
achievement tests
double - entry page
differentiated instruction
32. Teacher offers same core content to each student but provides varying levels of support for students
Knowledge storage
rubrics
tiered instruction
portfolio
33. Students work as a class to read - discuss - or solve problem (don't use all the time)
norm - referenced tests
whole - group instrcution
Numbered Heads together
mastery learning
34. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
questioning
anticipatory set
rubrics
journals
35. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
self - evaluation
inquiry model
performance assessments
standard deviation
36. Student must perform a task or generate his or her own response during assessment
mastery learning
Knowledge storage
performance assessments
aptitude tests
37. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
positive interdependence
nonlinguistic
project - based learning
38. Deciding what to believe or what to do
content standards
critical thinking
lesson planning
formative evaluations
39. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
anchored instruction
holistic scoring
whole - group instrcution
graphic organizer
40. 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
responses
reinforcing effort/providing recognition
project - based learning
cues - questions - and advance organizers
41. Develop the response
authentic assessments
standards - based assessments
service learning
samples
42. Effective teaching model of lessons
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43. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
simulations
reliability
discussion
44. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
play
setting objectives and providing feedback
emergent curriculum
individual and group accontability
45. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
holistic scoring
flexible grouping
quartiles
rubrics
46. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
thematic instruction
group processing
interpersonal skills
positive interdependence
47. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
performance assessments
Identifying similarities and differences
transfer
essay
48. Oral - written - or through visual performance
emergent curriculum
cues - questions - and advance organizers
discussion
responses
49. Based on mathematical transformation of a raw scores
emergent curriculum
summative evalutations
Numbered Heads together
scaled scores
50. 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
achievement tests
self - evaluation
learning centers
Jigsaw
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