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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. 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)






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






3. Given before teaching so teachers understand areas of weaknesses






4. Measure a student's knowledge or proficiency in something that has been learned






5. 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






6. 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)






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






8. Teacher/student discussion to improve comprehension






9. 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






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






11. Extended practice of lesson that is meaninful (time - limit appropriate)






12. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






13. Responding to a wide range of abilities present in the classroom






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






15. 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






16. Instructional strategies suggested by researchers that improve achievement across the content area






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






18. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






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






20. 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






21. Watching students interactions and learning behaviors






22. Smaller number of particpants drawn from a total population






23. Develop the response






24. Based on mathematical transformation of a raw scores






25. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






26. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






27. Used for students with memory difficulties or learning disabilties






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






29. Realistic scenarios to consider during simulation






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






31. Test is found to be valid if it measures what it was designed to measure






32. Double - entry page - graphic organziers - and SQ3R






33. Students working together to solve problems or achieve goals






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






35. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






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






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






38. Showing a student what something is or how to do something






39. Focus on oberservable behaviors and focus on congnitive objectives






40. Reading or hearing






41. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






42. 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






43. Opportunites to transition from the classroom to the workforce






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






45. 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)






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






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






48. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






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






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