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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. 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






2. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






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






4. Watching students interactions and learning behaviors






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






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






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






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






9. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times






10. Reading or hearing






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






12. 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)






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






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






15. Students working together to solve problems or achieve goals






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






17. Excursions off the main campus to acheive deeper meaning






18. 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)






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






20. Scoring guide used in assessments






21. Students must be taught and learn to use teamwork and positive social skills when working with others






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






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






24. 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






25. Interests of the children (early childhood - based)






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






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






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






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






30. In original unaltered form






31. Deciding what to believe or what to do






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






33. Groups that change as the students' learnng needs change






34. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






35. Used for students with memory difficulties or learning disabilties






36. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






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






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






39. Equivalent number of questions he or she answered correctly






40. Develop the response






41. 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






42. Focus on oberservable behaviors and focus on congnitive objectives






43. Teacher/student discussion to improve comprehension






44. Visual - kinesthetic - whole body






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






46. Effective teaching model of lessons

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






48. 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






49. 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)






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