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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. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
performance standards
content standards
reinforcing effort/providing recognition
2. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
standards - based assessments
holistic scoring
field trips
content standards
3. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
reciprocal teaching
performance assessments
diagnostic evaluations
discovery learning
4. 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
field trips
Numbered Heads together
journals
direct instruction
5. Develop the response
authentic assessments
cooperative learning
reinforcing effort/providing recognition
school - to - work
6. Teacher/student discussion to improve comprehension
emergent curriculum
cooperative learning
reciprocal teaching
service learning
7. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
nonlinguistic
achievement tests
direct instruction
learning centers
8. Student must work together to successfully accomplish task
assigning home and practice
Hunter's Model
positive interdependence
portfolio
9. In original unaltered form
journals
primary source documents
responses
tiered instruction
10. Demonstrate the grade and month of the school year to which a student score can be compared
aptitude tests
grade - level equivalent scores
curriculum chunking
summative evalutations
11. Tool for learning in schools today
differentiated instruction
technology
individual and group accontability
graphic organizer
12. 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
primary source documents
differentiated instruction
curriculum compacting
tiered instruction
13. Teacher offers same core content to each student but provides varying levels of support for students
holistic scoring
achievement tests
Student Teams Achievement Divisions (STAD)
tiered instruction
14. Combining information from two or more content areas (English and history)
positive interaction
setting objectives and providing feedback
cues - questions - and advance organizers
interdisciplinary instruction
15. Combines service to the community with learning inside and outside the classroom
service learning
interdisciplinary instruction
individual and group accontability
Summarizing and Note - taking
16. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
discussion
tiered instruction
group processing
17. Written work that makes connections between new and previously learned context
observation
diagnostic evaluations
service learning
essay
18. 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
scaled scores
think - pair - share
assigning home and practice
19. Grade - level expectations or mastery (teacher - made or textbood made exam)
flexible grouping
interdisciplinary instruction
criterion - referenced tests
school - to - work
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
stanines
demonstrations
curriculum chunking
quartiles
21. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
responses
Identifying similarities and differences
discussion
curriculum chunking
22. Extended practice of lesson that is meaninful (time - limit appropriate)
behavioral and cognitive objectives
mastery learning
assigning home and practice
performance assessments
23. 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)
curriculum compacting
questioning
individual and group accontability
standard deviation
24. 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)
positive interaction
setting objectives and providing feedback
linguistic
journals
25. Students must be taught and learn to use teamwork and positive social skills when working with others
reinforcing effort/providing recognition
interpersonal skills
questioning
assigning home and practice
26. Measure a student's knowledge or proficiency in something that has been learned
observation
think - pair - share
achievement tests
portfolio
27. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
anticipatory set
think - pair - share
Identifying similarities and differences
norm - referenced tests
28. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
thematic instruction
linguistic
positive interdependence
inquiry model
29. Deciding what to believe or what to do
essay
critical thinking
positive interdependence
play
30. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
independent study
positive interaction
reciprocal teaching
self - evaluation
31. What the student feels is his or her area of weakness or strength
scaled scores
percentile rank
self - evaluation
direct instruction
32. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
differentiated instruction
technology
portfolio
33. Where the student's score is in comparison to national or local norm
percentile rank
reciprocal teaching
positive interaction
journals
34. Organizing curriculum around large themes
criterion - referenced tests
mnemonics
generating and testing hypotheses
thematic instruction
35. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
learning centers
group processing
summative evalutations
discovery learning
36. Standarized tests (used against peer's scores)
norm - referenced tests
positive interdependence
cues - questions - and advance organizers
self - evaluation
37. Oral - written - or through visual performance
responses
aptitude tests
samples
criterion - referenced tests
38. Provides expectations for the knowlege stduents must demonstrate in specific content areas
anecdotal records
content standards
thematic instruction
interpersonal skills
39. Student must perform a task or generate his or her own response during assessment
stanines
quartiles
standards
performance assessments
40. Essays - short - answer
positive interdependence
cues - questions - and advance organizers
analytical scoring
demonstrations
41. 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
Student Teams Achievement Divisions (STAD)
self - evaluation
anchored instruction
performance assessments
42. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
percentile rank
learning centers
lesson planning
play
43. Opportunites to transition from the classroom to the workforce
school - to - work
discovery learning
holistic scoring
diagnostic evaluations
44. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
anchored instruction
standards
mastery learning
transfer
45. Used for students with memory difficulties or learning disabilties
formative evaluations
mnemonics
learning centers
graphic organizer
46. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
assigning home and practice
authentic assessments
simulations
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
quartiles
generating and testing hypotheses
field trips
content standards
48. Responding to a wide range of abilities present in the classroom
differentiated instruction
diagnostic evaluations
quartiles
independent study
49. Watching students interactions and learning behaviors
graphic organizer
observation
stanines
reciprocal teaching
50. Nonlinguistic and linguistic
discovery learning
mnemonics
Knowledge storage
setting objectives and providing feedback