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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. Responding to a wide range of abilities present in the classroom
double - entry page
individual and group accontability
discussion
differentiated instruction
2. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
independent study
flexible grouping
formative evaluations
Knowledge storage
3. Develop the response
thematic instruction
interpersonal skills
authentic assessments
inquiry model
4. What the student feels is his or her area of weakness or strength
school - to - work
Summarizing and Note - taking
positive interdependence
self - evaluation
5. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
Student Teams Achievement Divisions (STAD)
discussion
self - evaluation
summative evalutations
6. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
stanines
mastery learning
Identifying similarities and differences
play
7. 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)
simulations
questioning
Student Teams Achievement Divisions (STAD)
anchored instruction
8. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
linguistic
criterion - referenced tests
Essential Nine
9. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
tiered instruction
Jigsaw
school - to - work
10. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
differentiated instruction
standards
demonstrations
11. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge
emergent curriculum
anecdotal records
anticipatory set
mastery learning
12. Showing a student what something is or how to do something
differentiated instruction
demonstrations
grade - level equivalent scores
independent study
13. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
tiered instruction
criterion - referenced tests
double - entry page
Hunter's Model
14. Watching students interactions and learning behaviors
reinforcing effort/providing recognition
mean - median - and mode
school - to - work
observation
15. Groups that change as the students' learnng needs change
thematic instruction
flexible grouping
primary source documents
lesson planning
16. Deciding what to believe or what to do
critical thinking
samples
differentiated instruction
linguistic
17. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
authentic assessments
lesson planning
discussion
linguistic
18. Test is found to be valid if it measures what it was designed to measure
reliability
validity
demonstrations
performance standards
19. Oral - written - or through visual performance
criterion - referenced tests
independent study
responses
inquiry model
20. 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
curriculum frameworks
Numbered Heads together
critical thinking
flexible grouping
21. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
setting objectives and providing feedback
Knowledge storage
tiered instruction
22. Demonstrate the grade and month of the school year to which a student score can be compared
think - pair - share
portfolio
grade - level equivalent scores
rubrics
23. Given before teaching so teachers understand areas of weaknesses
discussion
diagnostic evaluations
Jigsaw
independent study
24. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
reciprocal teaching
anchored instruction
graphic organizer
quartiles
25. Effective teaching model of lessons
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26. Double - entry page - graphic organziers - and SQ3R
analytical scoring
cues - questions - and advance organizers
Summarizing and Note - taking
independent study
27. In original unaltered form
Summarizing and Note - taking
field trips
achievement tests
primary source documents
28. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
diagnostic evaluations
tiered instruction
SQ3R
29. 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)
critical thinking
percentile rank
discussion
grouping practices
30. Essays - short - answer
criterion - referenced tests
analytical scoring
content standards
Jigsaw
31. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
independent study
standards - based assessments
questioning
32. 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
curriculum chunking
Hunter's Model
validity
tiered instruction
33. Standarized tests (used against peer's scores)
play
validity
norm - referenced tests
whole - group instrcution
34. Collection of products that reflect progress in a content area
mean - median - and mode
portfolio
quartiles
self - evaluation
35. Where the student's score is in comparison to national or local norm
achievement tests
percentile rank
graphic organizer
technology
36. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
think - pair - share
criterion - referenced tests
stanines
37. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
cooperative learning
reliability
group processing
38. Nonlinguistic and linguistic
Knowledge storage
mean - median - and mode
nonlinguistic
thematic instruction
39. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
grouping practices
questioning
independent study
40. Interests of the children (early childhood - based)
Jigsaw
emergent curriculum
performance assessments
interdisciplinary instruction
41. Based on mathematical transformation of a raw scores
scaled scores
reliability
authentic assessments
group processing
42. Equivalent number of questions he or she answered correctly
raw score
anecdotal records
scaled scores
samples
43. Measure a student's knowledge or proficiency in something that has been learned
portfolio
achievement tests
journals
emergent curriculum
44. Written work that makes connections between new and previously learned context
independent study
cooperative learning
essay
transfer
45. Mean = average median = midpoint mode= most common
setting objectives and providing feedback
performance assessments
mean - median - and mode
anticipatory set
46. Reading or hearing
interdisciplinary instruction
linguistic
direct instruction
content standards
47. Students work as a class to read - discuss - or solve problem (don't use all the time)
percentile rank
whole - group instrcution
transfer
lesson planning
48. 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
curriculum compacting
authentic assessments
differentiated instruction
SQ3R
49. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
linguistic
individual and group accontability
curriculum frameworks
50. Instructional strategies suggested by researchers that improve achievement across the content area
mastery learning
positive interaction
think - pair - share
Essential Nine