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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. Excursions off the main campus to acheive deeper meaning
assigning home and practice
field trips
portfolio
validity
2. Organizing curriculum around large themes
thematic instruction
mean - median - and mode
think - pair - share
Essential Nine
3. Student must work together to successfully accomplish task
reciprocal teaching
discovery learning
performance standards
positive interdependence
4. Combining information from two or more content areas (English and history)
Student Teams Achievement Divisions (STAD)
positive interaction
interdisciplinary instruction
cues - questions - and advance organizers
5. In original unaltered form
curriculum frameworks
Jigsaw
achievement tests
primary source documents
6. 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
stanines
cooperative learning
lesson planning
7. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
reciprocal teaching
interpersonal skills
Hunter's Model
direct instruction
8. Smaller number of particpants drawn from a total population
samples
direct instruction
primary source documents
school - to - work
9. Standarized tests (used against peer's scores)
norm - referenced tests
curriculum compacting
diagnostic evaluations
anchored instruction
10. Measure a student's knowledge or proficiency in something that has been learned
raw score
achievement tests
double - entry page
standards
11. 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)
mnemonics
thematic instruction
setting objectives and providing feedback
reinforcing effort/providing recognition
12. Measures student progress toward meeting goals based on local - state - and/or national goals
whole - group instrcution
interdisciplinary instruction
standards - based assessments
Knowledge storage
13. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
tiered instruction
think - pair - share
norm - referenced tests
individual and group accontability
14. Given before teaching so teachers understand areas of weaknesses
direct instruction
diagnostic evaluations
simulations
learning centers
15. Equivalent number of questions he or she answered correctly
Student Teams Achievement Divisions (STAD)
raw score
emergent curriculum
formative evaluations
16. Watching students interactions and learning behaviors
observation
whole - group instrcution
think - pair - share
service learning
17. Student must perform a task or generate his or her own response during assessment
percentile rank
performance assessments
responses
direct instruction
18. Opportunites to transition from the classroom to the workforce
behavioral and cognitive objectives
school - to - work
field trips
demonstrations
19. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
technology
formative evaluations
individual and group accontability
nonlinguistic
20. Grade - level expectations or mastery (teacher - made or textbood made exam)
positive interaction
holistic scoring
standards - based assessments
criterion - referenced tests
21. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
portfolio
group processing
Summarizing and Note - taking
field trips
22. Double - entry page - graphic organziers - and SQ3R
independent study
play
analytical scoring
Summarizing and Note - taking
23. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
aptitude tests
reinforcing effort/providing recognition
Summarizing and Note - taking
performance standards
24. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
reinforcing effort/providing recognition
SQ3R
interpersonal skills
stanines
25. Demonstrate the grade and month of the school year to which a student score can be compared
mastery learning
rubrics
authentic assessments
grade - level equivalent scores
26. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
grouping practices
group processing
individual and group accontability
27. Set the level of performance expectation for students; set at state level
performance standards
performance assessments
holistic scoring
anchored instruction
28. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
lesson planning
performance standards
journals
criterion - referenced tests
29. Provides expectations for the knowlege stduents must demonstrate in specific content areas
positive interdependence
content standards
interdisciplinary instruction
SQ3R
30. Written work that makes connections between new and previously learned context
direct instruction
standard error of measurment
learning centers
essay
31. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
critical thinking
authentic assessments
primary source documents
inquiry model
32. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
cues - questions - and advance organizers
Student Teams Achievement Divisions (STAD)
Jigsaw
graphic organizer
33. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
portfolio
holistic scoring
reliability
34. Mean = average median = midpoint mode= most common
mean - median - and mode
standard deviation
standard error of measurment
group processing
35. 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
project - based learning
generating and testing hypotheses
holistic scoring
cues - questions - and advance organizers
36. 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
discussion
Hunter's Model
Summarizing and Note - taking
Jigsaw
37. Teacher offers same core content to each student but provides varying levels of support for students
standards - based assessments
tiered instruction
grouping practices
standard error of measurment
38. Focus on oberservable behaviors and focus on congnitive objectives
formative evaluations
behavioral and cognitive objectives
curriculum compacting
Numbered Heads together
39. Interaction that promotes face - to - face or individual interaction and relationships
achievement tests
portfolio
authentic assessments
positive interaction
40. 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)
responses
observation
emergent curriculum
grouping practices
41. Oral - written - or through visual performance
Knowledge storage
responses
standard deviation
reciprocal teaching
42. Used for students with memory difficulties or learning disabilties
mnemonics
responses
reliability
flexible grouping
43. Specific expectations of what a student must know and be able to do
rubrics
standards
Hunter's Model
SQ3R
44. What the student feels is his or her area of weakness or strength
self - evaluation
double - entry page
Student Teams Achievement Divisions (STAD)
critical thinking
45. Combines service to the community with learning inside and outside the classroom
service learning
Student Teams Achievement Divisions (STAD)
technology
cooperative learning
46. Based on mathematical transformation of a raw scores
tiered instruction
norm - referenced tests
thematic instruction
scaled scores
47. Where the student's score is in comparison to national or local norm
inquiry model
essay
percentile rank
school - to - work
48. Students work as a class to read - discuss - or solve problem (don't use all the time)
curriculum frameworks
standard error of measurment
whole - group instrcution
Identifying similarities and differences
49. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
curriculum chunking
Summarizing and Note - taking
anecdotal records
50. Effective teaching model of lessons
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