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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. Equivalent number of questions he or she answered correctly
lesson planning
raw score
whole - group instrcution
norm - referenced tests
2. Mean = average median = midpoint mode= most common
mean - median - and mode
differentiated instruction
standards
formative evaluations
3. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
standards - based assessments
Essential Nine
content standards
inquiry model
4. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
emergent curriculum
cooperative learning
summative evalutations
school - to - work
5. Scoring guide used in assessments
rubrics
play
lesson planning
interpersonal skills
6. What the student feels is his or her area of weakness or strength
Numbered Heads together
demonstrations
self - evaluation
formative evaluations
7. Organizing curriculum around large themes
Numbered Heads together
questioning
thematic instruction
independent study
8. 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
anticipatory set
curriculum chunking
critical thinking
9. Students work as a class to read - discuss - or solve problem (don't use all the time)
questioning
anchored instruction
whole - group instrcution
anticipatory set
10. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
stanines
raw score
Identifying similarities and differences
lesson planning
11. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
learning centers
Essential Nine
curriculum frameworks
mastery learning
12. Combines service to the community with learning inside and outside the classroom
Knowledge storage
reciprocal teaching
differentiated instruction
service learning
13. Standardized tests desired to measure ability to develop or acquire skills and knowledge
SQ3R
authentic assessments
aptitude tests
individual and group accontability
14. Excursions off the main campus to acheive deeper meaning
self - evaluation
percentile rank
group processing
field trips
15. Responding to a wide range of abilities present in the classroom
anticipatory set
differentiated instruction
independent study
Student Teams Achievement Divisions (STAD)
16. 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)
interpersonal skills
setting objectives and providing feedback
direct instruction
standard deviation
17. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
quartiles
think - pair - share
tiered instruction
discovery learning
18. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
positive interdependence
project - based learning
anchored instruction
holistic scoring
19. Showing a student what something is or how to do something
journals
anecdotal records
standards
demonstrations
20. Extent to which an assessment is consistent with its measures
questioning
reliability
grouping practices
lesson planning
21. Measures student progress toward meeting goals based on local - state - and/or national goals
norm - referenced tests
standards - based assessments
scaled scores
achievement tests
22. Student must work together to successfully accomplish task
grouping practices
curriculum compacting
positive interdependence
Essential Nine
23. 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
generating and testing hypotheses
service learning
mastery learning
aptitude tests
24. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
interpersonal skills
scaled scores
journals
validity
25. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
cues - questions - and advance organizers
grouping practices
independent study
26. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
scaled scores
assigning home and practice
standard deviation
school - to - work
27. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
Numbered Heads together
quartiles
standards - based assessments
graphic organizer
28. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
holistic scoring
responses
Student Teams Achievement Divisions (STAD)
formative evaluations
29. Tool for learning in schools today
Summarizing and Note - taking
Hunter's Model
mean - median - and mode
technology
30. Deciding what to believe or what to do
standards
Hunter's Model
group processing
critical thinking
31. Standarized tests (used against peer's scores)
Jigsaw
tiered instruction
norm - referenced tests
aptitude tests
32. Demonstrate the grade and month of the school year to which a student score can be compared
grouping practices
grade - level equivalent scores
Summarizing and Note - taking
performance standards
33. Double - entry page - graphic organziers - and SQ3R
self - evaluation
Summarizing and Note - taking
journals
flexible grouping
34. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
aptitude tests
Numbered Heads together
authentic assessments
double - entry page
35. Groups that change as the students' learnng needs change
assigning home and practice
emergent curriculum
flexible grouping
holistic scoring
36. Interests of the children (early childhood - based)
responses
mastery learning
curriculum frameworks
emergent curriculum
37. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
holistic scoring
lesson planning
cues - questions - and advance organizers
discussion
38. 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
anchored instruction
discussion
achievement tests
Knowledge storage
39. Test is found to be valid if it measures what it was designed to measure
double - entry page
anchored instruction
validity
learning centers
40. Reading or hearing
summative evalutations
linguistic
journals
play
41. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
norm - referenced tests
graphic organizer
service learning
reliability
42. Where the student's score is in comparison to national or local norm
cues - questions - and advance organizers
anecdotal records
Identifying similarities and differences
percentile rank
43. Develop the response
authentic assessments
differentiated instruction
Identifying similarities and differences
whole - group instrcution
44. Interaction that promotes face - to - face or individual interaction and relationships
anchored instruction
interdisciplinary instruction
differentiated instruction
positive interaction
45. Essays - short - answer
thematic instruction
analytical scoring
setting objectives and providing feedback
formative evaluations
46. Set the level of performance expectation for students; set at state level
individual and group accontability
reliability
performance standards
independent study
47. Small groups or pairs to solve a problem or learn more about topic
Summarizing and Note - taking
project - based learning
individual and group accontability
norm - referenced tests
48. Provides expectations for the knowlege stduents must demonstrate in specific content areas
scaled scores
content standards
questioning
standards - based assessments
49. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
scaled scores
observation
mnemonics
play
50. Combining information from two or more content areas (English and history)
Hunter's Model
interdisciplinary instruction
group processing
Essential Nine