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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. 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
essay
group processing
grade - level equivalent scores
2. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
curriculum compacting
discussion
think - pair - share
grade - level equivalent scores
3. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
behavioral and cognitive objectives
journals
reinforcing effort/providing recognition
summative evalutations
4. Watching students interactions and learning behaviors
Hunter's Model
percentile rank
observation
holistic scoring
5. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
self - evaluation
positive interaction
think - pair - share
generating and testing hypotheses
6. Provides expectations for the knowlege stduents must demonstrate in specific content areas
validity
discovery learning
whole - group instrcution
content standards
7. Extent to which an assessment is consistent with its measures
field trips
reliability
Identifying similarities and differences
double - entry page
8. Instructional strategies suggested by researchers that improve achievement across the content area
journals
individual and group accontability
emergent curriculum
Essential Nine
9. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
anticipatory set
Hunter's Model
questioning
standard error of measurment
10. Reading or hearing
linguistic
curriculum compacting
stanines
summative evalutations
11. What the student feels is his or her area of weakness or strength
self - evaluation
samples
Knowledge storage
mnemonics
12. 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)
validity
authentic assessments
setting objectives and providing feedback
critical thinking
13. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
mastery learning
interpersonal skills
direct instruction
behavioral and cognitive objectives
14. Standardized tests desired to measure ability to develop or acquire skills and knowledge
independent study
aptitude tests
group processing
Identifying similarities and differences
15. Students working together to solve problems or achieve goals
cooperative learning
Identifying similarities and differences
independent study
primary source documents
16. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
mastery learning
scaled scores
holistic scoring
Identifying similarities and differences
17. Excursions off the main campus to acheive deeper meaning
curriculum chunking
behavioral and cognitive objectives
field trips
standard error of measurment
18. 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)
authentic assessments
grouping practices
critical thinking
formative evaluations
19. Written work that makes connections between new and previously learned context
curriculum compacting
flexible grouping
essay
emergent curriculum
20. Scoring guide used in assessments
group processing
mean - median - and mode
portfolio
rubrics
21. Students must be taught and learn to use teamwork and positive social skills when working with others
school - to - work
graphic organizer
interpersonal skills
validity
22. Standarized tests (used against peer's scores)
observation
lesson planning
critical thinking
norm - referenced tests
23. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
generating and testing hypotheses
field trips
cooperative learning
24. 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
grade - level equivalent scores
play
scaled scores
anchored instruction
25. Interests of the children (early childhood - based)
emergent curriculum
stanines
anecdotal records
play
26. Set the level of performance expectation for students; set at state level
journals
critical thinking
performance standards
group processing
27. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
rubrics
scaled scores
inquiry model
cooperative learning
28. Combines service to the community with learning inside and outside the classroom
service learning
play
performance assessments
standards - based assessments
29. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
formative evaluations
Student Teams Achievement Divisions (STAD)
school - to - work
aptitude tests
30. In original unaltered form
service learning
primary source documents
mastery learning
standard error of measurment
31. Deciding what to believe or what to do
lesson planning
critical thinking
standard error of measurment
independent study
32. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
rubrics
standard deviation
project - based learning
anecdotal records
33. Groups that change as the students' learnng needs change
behavioral and cognitive objectives
flexible grouping
group processing
diagnostic evaluations
34. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
positive interdependence
quartiles
rubrics
graphic organizer
35. Used for students with memory difficulties or learning disabilties
mnemonics
observation
linguistic
Summarizing and Note - taking
36. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
individual and group accontability
achievement tests
learning centers
Student Teams Achievement Divisions (STAD)
37. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
curriculum compacting
formative evaluations
criterion - referenced tests
responses
38. Extended practice of lesson that is meaninful (time - limit appropriate)
standards - based assessments
primary source documents
assigning home and practice
interdisciplinary instruction
39. Equivalent number of questions he or she answered correctly
raw score
quartiles
flexible grouping
Knowledge storage
40. Develop the response
authentic assessments
curriculum compacting
assigning home and practice
project - based learning
41. 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
SQ3R
reliability
Student Teams Achievement Divisions (STAD)
Numbered Heads together
42. Focus on oberservable behaviors and focus on congnitive objectives
journals
setting objectives and providing feedback
whole - group instrcution
behavioral and cognitive objectives
43. Teacher/student discussion to improve comprehension
whole - group instrcution
reciprocal teaching
raw score
curriculum compacting
44. Visual - kinesthetic - whole body
linguistic
nonlinguistic
reinforcing effort/providing recognition
behavioral and cognitive objectives
45. Specific expectations of what a student must know and be able to do
Jigsaw
standards
Numbered Heads together
Essential Nine
46. Effective teaching model of lessons
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47. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
setting objectives and providing feedback
anecdotal records
behavioral and cognitive objectives
validity
48. 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
curriculum compacting
learning centers
curriculum chunking
49. 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
questioning
lesson planning
cues - questions - and advance organizers
50. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
standard deviation
performance standards
service learning