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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. Extended practice of lesson that is meaninful (time - limit appropriate)
grade - level equivalent scores
assigning home and practice
differentiated instruction
primary source documents
2. Given before teaching so teachers understand areas of weaknesses
anecdotal records
diagnostic evaluations
simulations
holistic scoring
3. Test is found to be valid if it measures what it was designed to measure
essay
Student Teams Achievement Divisions (STAD)
content standards
validity
4. Grade - level expectations or mastery (teacher - made or textbood made exam)
simulations
observation
criterion - referenced tests
flexible grouping
5. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
cues - questions - and advance organizers
critical thinking
criterion - referenced tests
6. Develop the response
diagnostic evaluations
authentic assessments
interdisciplinary instruction
validity
7. 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
norm - referenced tests
analytical scoring
learning centers
Numbered Heads together
8. Standardized tests desired to measure ability to develop or acquire skills and knowledge
field trips
aptitude tests
direct instruction
diagnostic evaluations
9. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
group processing
holistic scoring
reliability
double - entry page
10. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
positive interaction
formative evaluations
reinforcing effort/providing recognition
critical thinking
11. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
raw score
mean - median - and mode
group processing
12. 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
summative evalutations
portfolio
raw score
generating and testing hypotheses
13. Collection of products that reflect progress in a content area
self - evaluation
service learning
reliability
portfolio
14. Set the level of performance expectation for students; set at state level
Summarizing and Note - taking
performance standards
simulations
mean - median - and mode
15. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
journals
Essential Nine
anecdotal records
curriculum frameworks
16. 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
quartiles
grade - level equivalent scores
think - pair - share
curriculum chunking
17. Watching students interactions and learning behaviors
assigning home and practice
observation
Essential Nine
SQ3R
18. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
Numbered Heads together
discussion
Knowledge storage
curriculum frameworks
19. Focus on oberservable behaviors and focus on congnitive objectives
raw score
behavioral and cognitive objectives
grouping practices
reliability
20. Interaction that promotes face - to - face or individual interaction and relationships
school - to - work
portfolio
raw score
positive interaction
21. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
norm - referenced tests
Jigsaw
Numbered Heads together
lesson planning
22. Effective teaching model of lessons
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23. Mean = average median = midpoint mode= most common
analytical scoring
mean - median - and mode
think - pair - share
graphic organizer
24. Scoring guide used in assessments
journals
technology
samples
rubrics
25. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
content standards
holistic scoring
cooperative learning
responses
26. 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
anticipatory set
emergent curriculum
inquiry model
scaled scores
27. Opportunites to transition from the classroom to the workforce
setting objectives and providing feedback
school - to - work
group processing
interdisciplinary instruction
28. Deciding what to believe or what to do
transfer
learning centers
critical thinking
grade - level equivalent scores
29. Students working together to solve problems or achieve goals
standard deviation
essay
cooperative learning
discovery learning
30. 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)
direct instruction
setting objectives and providing feedback
validity
responses
31. Interests of the children (early childhood - based)
emergent curriculum
responses
observation
authentic assessments
32. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
holistic scoring
service learning
discovery learning
33. Where the student's score is in comparison to national or local norm
percentile rank
standards - based assessments
authentic assessments
lesson planning
34. Demonstrate the grade and month of the school year to which a student score can be compared
standards - based assessments
standard error of measurment
reciprocal teaching
grade - level equivalent scores
35. 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
Knowledge storage
rubrics
discovery learning
curriculum compacting
36. Instructional strategies suggested by researchers that improve achievement across the content area
mean - median - and mode
Numbered Heads together
criterion - referenced tests
Essential Nine
37. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
achievement tests
quartiles
assigning home and practice
38. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
analytical scoring
direct instruction
play
assigning home and practice
39. Essays - short - answer
thematic instruction
observation
project - based learning
analytical scoring
40. Organizing curriculum around large themes
thematic instruction
lesson planning
group processing
questioning
41. Showing a student what something is or how to do something
play
authentic assessments
demonstrations
individual and group accontability
42. Extent to which an assessment is consistent with its measures
reliability
mnemonics
cooperative learning
validity
43. In original unaltered form
norm - referenced tests
criterion - referenced tests
primary source documents
graphic organizer
44. Reading or hearing
authentic assessments
simulations
linguistic
anecdotal records
45. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
aptitude tests
independent study
self - evaluation
behavioral and cognitive objectives
46. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
Numbered Heads together
interpersonal skills
performance assessments
47. 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
scaled scores
SQ3R
responses
observation
48. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
grouping practices
rubrics
individual and group accontability
critical thinking
49. Realistic scenarios to consider during simulation
positive interaction
performance standards
simulations
group processing
50. Small groups or pairs to solve a problem or learn more about topic
anecdotal records
holistic scoring
essay
project - based learning