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Praxis Instruction And Assessment

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 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






2. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






3. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






4. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






5. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






6. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






7. Grade - level expectations or mastery (teacher - made or textbood made exam)






8. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






9. Small groups or pairs to solve a problem or learn more about topic






10. Provides expectations for the knowlege stduents must demonstrate in specific content areas






11. Essays - short - answer






12. Set the level of performance expectation for students; set at state level






13. Smaller number of particpants drawn from a total population






14. 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






15. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






16. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






17. Groups that change as the students' learnng needs change






18. Deciding what to believe or what to do






19. Based on mathematical transformation of a raw scores






20. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






21. Extent to which an assessment is consistent with its measures






22. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






23. Standarized tests (used against peer's scores)






24. Standardized tests desired to measure ability to develop or acquire skills and knowledge






25. 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






26. Organizing curriculum around large themes






27. Nonlinguistic and linguistic






28. Interaction that promotes face - to - face or individual interaction and relationships






29. Students work as a class to read - discuss - or solve problem (don't use all the time)






30. 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






31. 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






32. 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)






33. Given before teaching so teachers understand areas of weaknesses






34. 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






35. Student must work together to successfully accomplish task






36. Measures student progress toward meeting goals based on local - state - and/or national goals






37. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






38. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






39. Student must perform a task or generate his or her own response during assessment






40. Develop the response






41. Written work that makes connections between new and previously learned context






42. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






43. Watching students interactions and learning behaviors






44. What the student feels is his or her area of weakness or strength






45. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






46. Demonstrate the grade and month of the school year to which a student score can be compared






47. 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






48. Teacher/student discussion to improve comprehension






49. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






50. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars