SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
learning centers
discovery learning
anecdotal records
rubrics
2. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
reinforcing effort/providing recognition
holistic scoring
performance assessments
flexible grouping
3. 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
mean - median - and mode
summative evalutations
mnemonics
curriculum compacting
4. Realistic scenarios to consider during simulation
play
double - entry page
essay
simulations
5. Students must be taught and learn to use teamwork and positive social skills when working with others
setting objectives and providing feedback
nonlinguistic
demonstrations
interpersonal skills
6. Teacher/student discussion to improve comprehension
responses
project - based learning
reciprocal teaching
anchored instruction
7. 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
generating and testing hypotheses
whole - group instrcution
group processing
SQ3R
8. Given before teaching so teachers understand areas of weaknesses
technology
diagnostic evaluations
aptitude tests
critical thinking
9. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
setting objectives and providing feedback
curriculum frameworks
percentile rank
10. Interaction that promotes face - to - face or individual interaction and relationships
discussion
positive interdependence
positive interaction
formative evaluations
11. Student must perform a task or generate his or her own response during assessment
school - to - work
reinforcing effort/providing recognition
performance assessments
generating and testing hypotheses
12. 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
graphic organizer
cues - questions - and advance organizers
discussion
authentic assessments
13. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
generating and testing hypotheses
stanines
discovery learning
nonlinguistic
14. 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
Essential Nine
anchored instruction
essay
service learning
15. Focus on oberservable behaviors and focus on congnitive objectives
individual and group accontability
behavioral and cognitive objectives
critical thinking
Knowledge storage
16. Students work as a class to read - discuss - or solve problem (don't use all the time)
diagnostic evaluations
stanines
whole - group instrcution
tiered instruction
17. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
mnemonics
tiered instruction
formative evaluations
school - to - work
18. Nonlinguistic and linguistic
grouping practices
self - evaluation
positive interdependence
Knowledge storage
19. 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)
summative evalutations
observation
Student Teams Achievement Divisions (STAD)
questioning
20. Small groups or pairs to solve a problem or learn more about topic
rubrics
portfolio
nonlinguistic
project - based learning
21. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
stanines
simulations
holistic scoring
22. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
holistic scoring
anchored instruction
double - entry page
setting objectives and providing feedback
23. Extent to which an assessment is consistent with its measures
flexible grouping
assigning home and practice
reliability
reciprocal teaching
24. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
diagnostic evaluations
Student Teams Achievement Divisions (STAD)
thematic instruction
authentic assessments
25. Grade - level expectations or mastery (teacher - made or textbood made exam)
portfolio
questioning
demonstrations
criterion - referenced tests
26. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
primary source documents
critical thinking
direct instruction
authentic assessments
27. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
anticipatory set
holistic scoring
grouping practices
think - pair - share
28. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
anecdotal records
field trips
graphic organizer
samples
29. Specific expectations of what a student must know and be able to do
standards
assigning home and practice
standards - based assessments
generating and testing hypotheses
30. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
anticipatory set
school - to - work
assigning home and practice
31. Smaller number of particpants drawn from a total population
samples
generating and testing hypotheses
linguistic
mean - median - and mode
32. Interests of the children (early childhood - based)
assigning home and practice
emergent curriculum
curriculum chunking
grade - level equivalent scores
33. In original unaltered form
primary source documents
anticipatory set
Summarizing and Note - taking
Numbered Heads together
34. 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)
setting objectives and providing feedback
mean - median - and mode
double - entry page
inquiry model
35. Responding to a wide range of abilities present in the classroom
differentiated instruction
authentic assessments
primary source documents
observation
36. Students working together to solve problems or achieve goals
behavioral and cognitive objectives
stanines
norm - referenced tests
cooperative learning
37. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
anticipatory set
primary source documents
curriculum frameworks
group processing
38. Equivalent number of questions he or she answered correctly
differentiated instruction
raw score
nonlinguistic
behavioral and cognitive objectives
39. Demonstrate the grade and month of the school year to which a student score can be compared
technology
individual and group accontability
grade - level equivalent scores
Knowledge storage
40. Standarized tests (used against peer's scores)
authentic assessments
cues - questions - and advance organizers
differentiated instruction
norm - referenced tests
41. Deciding what to believe or what to do
independent study
raw score
critical thinking
Essential Nine
42. 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
linguistic
portfolio
flexible grouping
43. Student must work together to successfully accomplish task
curriculum compacting
positive interdependence
independent study
direct instruction
44. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
nonlinguistic
reciprocal teaching
discovery learning
curriculum compacting
45. Where the student's score is in comparison to national or local norm
authentic assessments
percentile rank
responses
Jigsaw
46. Visual - kinesthetic - whole body
double - entry page
nonlinguistic
group processing
observation
47. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
behavioral and cognitive objectives
standard deviation
content standards
curriculum compacting
48. Based on mathematical transformation of a raw scores
standards - based assessments
cooperative learning
scaled scores
group processing
49. 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
Identifying similarities and differences
scaled scores
anticipatory set
raw score
50. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
lesson planning
independent study
positive interdependence
reliability