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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. Tool for learning in schools today
stanines
positive interdependence
technology
emergent curriculum
2. Interaction that promotes face - to - face or individual interaction and relationships
transfer
positive interaction
Numbered Heads together
critical thinking
3. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
reinforcing effort/providing recognition
curriculum compacting
standard deviation
questioning
4. Provides expectations for the knowlege stduents must demonstrate in specific content areas
flexible grouping
holistic scoring
linguistic
content standards
5. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
discovery learning
tiered instruction
direct instruction
6. Groups that change as the students' learnng needs change
mastery learning
SQ3R
linguistic
flexible grouping
7. What the student feels is his or her area of weakness or strength
achievement tests
responses
self - evaluation
transfer
8. Small groups or pairs to solve a problem or learn more about topic
project - based learning
discovery learning
double - entry page
reinforcing effort/providing recognition
9. Collection of products that reflect progress in a content area
Identifying similarities and differences
portfolio
standards
transfer
10. Used for students with memory difficulties or learning disabilties
mnemonics
performance standards
group processing
service learning
11. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
group processing
graphic organizer
discovery learning
quartiles
12. 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
mean - median - and mode
curriculum chunking
self - evaluation
Jigsaw
13. Test is found to be valid if it measures what it was designed to measure
lesson planning
cues - questions - and advance organizers
flexible grouping
validity
14. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
formative evaluations
responses
school - to - work
15. Scoring guide used in assessments
rubrics
interpersonal skills
demonstrations
group processing
16. Showing a student what something is or how to do something
demonstrations
standards - based assessments
technology
Jigsaw
17. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
think - pair - share
lesson planning
independent study
reinforcing effort/providing recognition
18. Students working together to solve problems or achieve goals
mean - median - and mode
observation
service learning
cooperative learning
19. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
interdisciplinary instruction
think - pair - share
diagnostic evaluations
reinforcing effort/providing recognition
20. Realistic scenarios to consider during simulation
service learning
simulations
Identifying similarities and differences
interdisciplinary instruction
21. 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
field trips
standards
curriculum compacting
setting objectives and providing feedback
22. Helps prepare students' minds for instruction; research has found that learning increases when teachers focus on what is most important - not what students might think is the most interesting
curriculum chunking
transfer
cues - questions - and advance organizers
anchored instruction
23. Based on mathematical transformation of a raw scores
SQ3R
reinforcing effort/providing recognition
mastery learning
scaled scores
24. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Summarizing and Note - taking
group processing
Identifying similarities and differences
reciprocal teaching
25. Combining information from two or more content areas (English and history)
interdisciplinary instruction
service learning
school - to - work
standards
26. Standarized tests (used against peer's scores)
graphic organizer
critical thinking
anchored instruction
norm - referenced tests
27. Excursions off the main campus to acheive deeper meaning
grouping practices
field trips
analytical scoring
project - based learning
28. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
cues - questions - and advance organizers
think - pair - share
service learning
journals
29. Instructional strategies suggested by researchers that improve achievement across the content area
cues - questions - and advance organizers
double - entry page
Essential Nine
think - pair - share
30. 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)
self - evaluation
setting objectives and providing feedback
critical thinking
independent study
31. 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
scaled scores
anticipatory set
differentiated instruction
criterion - referenced tests
32. Grade - level expectations or mastery (teacher - made or textbood made exam)
quartiles
tiered instruction
stanines
criterion - referenced tests
33. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
anchored instruction
aptitude tests
discovery learning
school - to - work
34. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
interpersonal skills
emergent curriculum
standard error of measurment
cooperative learning
35. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
school - to - work
behavioral and cognitive objectives
mastery learning
tiered instruction
36. 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)
questioning
interpersonal skills
grouping practices
rubrics
37. Students must be taught and learn to use teamwork and positive social skills when working with others
behavioral and cognitive objectives
Numbered Heads together
critical thinking
interpersonal skills
38. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
journals
positive interaction
group processing
interdisciplinary instruction
39. Specific expectations of what a student must know and be able to do
anticipatory set
standards
direct instruction
scaled scores
40. Visual - kinesthetic - whole body
achievement tests
interpersonal skills
nonlinguistic
primary source documents
41. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
project - based learning
standards - based assessments
Summarizing and Note - taking
play
42. Extent to which an assessment is consistent with its measures
reliability
inquiry model
anecdotal records
double - entry page
43. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
flexible grouping
validity
graphic organizer
nonlinguistic
44. Set the level of performance expectation for students; set at state level
performance standards
anchored instruction
behavioral and cognitive objectives
Numbered Heads together
45. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
summative evalutations
reinforcing effort/providing recognition
cues - questions - and advance organizers
46. Responding to a wide range of abilities present in the classroom
service learning
differentiated instruction
learning centers
rubrics
47. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
Identifying similarities and differences
whole - group instrcution
standards - based assessments
48. Written work that makes connections between new and previously learned context
curriculum compacting
anticipatory set
essay
inquiry model
49. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
mnemonics
group processing
Essential Nine
50. Double - entry page - graphic organziers - and SQ3R
positive interaction
anecdotal records
Summarizing and Note - taking
cues - questions - and advance organizers