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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/student discussion to improve comprehension
graphic organizer
reciprocal teaching
grouping practices
portfolio
2. Focus on oberservable behaviors and focus on congnitive objectives
cooperative learning
standards - based assessments
questioning
behavioral and cognitive objectives
3. Watching students interactions and learning behaviors
graphic organizer
Student Teams Achievement Divisions (STAD)
direct instruction
observation
4. Groups that change as the students' learnng needs change
flexible grouping
essay
simulations
grade - level equivalent scores
5. Visual - kinesthetic - whole body
scaled scores
standard error of measurment
nonlinguistic
norm - referenced tests
6. Reading or hearing
quartiles
standard error of measurment
double - entry page
linguistic
7. 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
discovery learning
anticipatory set
quartiles
play
8. Interests of the children (early childhood - based)
observation
direct instruction
emergent curriculum
mastery learning
9. 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
inquiry model
Numbered Heads together
curriculum compacting
whole - group instrcution
10. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
direct instruction
raw score
aptitude tests
transfer
11. Small groups or pairs to solve a problem or learn more about topic
grade - level equivalent scores
generating and testing hypotheses
project - based learning
lesson planning
12. Where the student's score is in comparison to national or local norm
reliability
percentile rank
learning centers
standards
13. Provides expectations for the knowlege stduents must demonstrate in specific content areas
anecdotal records
content standards
quartiles
generating and testing hypotheses
14. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
double - entry page
cues - questions - and advance organizers
mastery learning
journals
15. 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
service learning
criterion - referenced tests
demonstrations
16. 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)
interpersonal skills
Identifying similarities and differences
questioning
SQ3R
17. Students working together to solve problems or achieve goals
cooperative learning
independent study
standard error of measurment
setting objectives and providing feedback
18. Given before teaching so teachers understand areas of weaknesses
project - based learning
diagnostic evaluations
standard error of measurment
rubrics
19. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
raw score
primary source documents
cooperative learning
20. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
samples
field trips
lesson planning
21. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
performance standards
behavioral and cognitive objectives
anecdotal records
journals
22. Specific expectations of what a student must know and be able to do
independent study
grade - level equivalent scores
grouping practices
standards
23. In original unaltered form
quartiles
service learning
curriculum chunking
primary source documents
24. Standardized tests desired to measure ability to develop or acquire skills and knowledge
cues - questions - and advance organizers
formative evaluations
aptitude tests
criterion - referenced tests
25. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
positive interdependence
interdisciplinary instruction
play
tiered instruction
26. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
generating and testing hypotheses
individual and group accontability
lesson planning
curriculum compacting
27. Collection of products that reflect progress in a content area
Identifying similarities and differences
portfolio
curriculum chunking
positive interdependence
28. Extended practice of lesson that is meaninful (time - limit appropriate)
responses
linguistic
transfer
assigning home and practice
29. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
lesson planning
graphic organizer
Jigsaw
raw score
30. Responding to a wide range of abilities present in the classroom
grade - level equivalent scores
anticipatory set
performance standards
differentiated instruction
31. Set the level of performance expectation for students; set at state level
cues - questions - and advance organizers
stanines
quartiles
performance standards
32. Nonlinguistic and linguistic
inquiry model
Knowledge storage
curriculum frameworks
curriculum compacting
33. Students work as a class to read - discuss - or solve problem (don't use all the time)
standards - based assessments
standard deviation
interpersonal skills
whole - group instrcution
34. Written work that makes connections between new and previously learned context
transfer
inquiry model
individual and group accontability
essay
35. Smaller number of particpants drawn from a total population
norm - referenced tests
samples
positive interaction
demonstrations
36. Measures student progress toward meeting goals based on local - state - and/or national goals
anticipatory set
standards - based assessments
Jigsaw
samples
37. Combining information from two or more content areas (English and history)
cues - questions - and advance organizers
interdisciplinary instruction
rubrics
percentile rank
38. 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
flexible grouping
assigning home and practice
simulations
curriculum compacting
39. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
responses
reciprocal teaching
validity
standard error of measurment
40. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
graphic organizer
inquiry model
curriculum frameworks
positive interdependence
41. 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
critical thinking
curriculum chunking
technology
Knowledge storage
42. Develop the response
anticipatory set
authentic assessments
tiered instruction
direct instruction
43. Interaction that promotes face - to - face or individual interaction and relationships
individual and group accontability
Knowledge storage
positive interaction
validity
44. Organizing curriculum around large themes
thematic instruction
flexible grouping
performance assessments
mnemonics
45. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
curriculum chunking
rubrics
anecdotal records
formative evaluations
46. Grade - level expectations or mastery (teacher - made or textbood made exam)
independent study
differentiated instruction
criterion - referenced tests
positive interdependence
47. 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
reliability
discovery learning
criterion - referenced tests
cues - questions - and advance organizers
48. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
cues - questions - and advance organizers
Summarizing and Note - taking
validity
group processing
49. Opportunites to transition from the classroom to the workforce
anticipatory set
Numbered Heads together
Jigsaw
school - to - work
50. Extent to which an assessment is consistent with its measures
learning centers
project - based learning
reliability
independent study