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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. Excursions off the main campus to acheive deeper meaning






2. Organizing curriculum around large themes






3. Student must work together to successfully accomplish task






4. Combining information from two or more content areas (English and history)






5. In original unaltered form






6. 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






7. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






8. Smaller number of particpants drawn from a total population






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






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






11. 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)






12. Measures student progress toward meeting goals based on local - state - and/or national goals






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






14. Given before teaching so teachers understand areas of weaknesses






15. Equivalent number of questions he or she answered correctly






16. Watching students interactions and learning behaviors






17. Student must perform a task or generate his or her own response during assessment






18. Opportunites to transition from the classroom to the workforce






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






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






21. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






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






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






24. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






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






26. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






27. Set the level of performance expectation for students; set at state level






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






29. Provides expectations for the knowlege stduents must demonstrate in specific content areas






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






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






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






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






34. Mean = average median = midpoint mode= most common






35. 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






36. Instructional materials are divided and then studied by individuals or pairs of students. After they become experts on their sections of information they share the information with the group






37. Teacher offers same core content to each student but provides varying levels of support for students






38. Focus on oberservable behaviors and focus on congnitive objectives






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






40. 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)






41. Oral - written - or through visual performance






42. Used for students with memory difficulties or learning disabilties






43. Specific expectations of what a student must know and be able to do






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






45. Combines service to the community with learning inside and outside the classroom






46. Based on mathematical transformation of a raw scores






47. Where the student's score is in comparison to national or local norm






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






49. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






50. Effective teaching model of lessons

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