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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. Standardized tests desired to measure ability to develop or acquire skills and knowledge
lesson planning
Essential Nine
aptitude tests
norm - referenced tests
2. Student must perform a task or generate his or her own response during assessment
criterion - referenced tests
performance assessments
samples
analytical scoring
3. Interests of the children (early childhood - based)
rubrics
SQ3R
emergent curriculum
criterion - referenced tests
4. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
standard deviation
validity
differentiated instruction
5. Oral - written - or through visual performance
play
SQ3R
responses
direct instruction
6. Set the level of performance expectation for students; set at state level
interpersonal skills
essay
performance standards
interdisciplinary instruction
7. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
mnemonics
think - pair - share
mastery learning
setting objectives and providing feedback
8. Measure a student's knowledge or proficiency in something that has been learned
analytical scoring
service learning
achievement tests
formative evaluations
9. Specific expectations of what a student must know and be able to do
standards
norm - referenced tests
technology
positive interdependence
10. Combining information from two or more content areas (English and history)
curriculum frameworks
interpersonal skills
interdisciplinary instruction
cues - questions - and advance organizers
11. Develop the response
simulations
journals
individual and group accontability
authentic assessments
12. Based on mathematical transformation of a raw scores
quartiles
positive interdependence
Essential Nine
scaled scores
13. Demonstrate the grade and month of the school year to which a student score can be compared
curriculum compacting
grade - level equivalent scores
mean - median - and mode
mnemonics
14. Groups that change as the students' learnng needs change
performance standards
flexible grouping
Hunter's Model
differentiated instruction
15. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
school - to - work
lesson planning
cues - questions - and advance organizers
critical thinking
16. Standarized tests (used against peer's scores)
independent study
technology
norm - referenced tests
standards
17. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
mnemonics
scaled scores
standards - based assessments
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)
flexible grouping
content standards
grouping practices
validity
19. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
aptitude tests
technology
Summarizing and Note - taking
20. 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
interdisciplinary instruction
SQ3R
curriculum compacting
discovery learning
21. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
observation
formative evaluations
transfer
stanines
22. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
transfer
behavioral and cognitive objectives
responses
reinforcing effort/providing recognition
23. Teacher offers same core content to each student but provides varying levels of support for students
self - evaluation
tiered instruction
journals
reliability
24. Essays - short - answer
school - to - work
analytical scoring
grade - level equivalent scores
positive interaction
25. Students working together to solve problems or achieve goals
group processing
cooperative learning
interdisciplinary instruction
technology
26. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
Hunter's Model
play
generating and testing hypotheses
mastery learning
27. 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)
questioning
technology
stanines
percentile rank
28. Collection of products that reflect progress in a content area
portfolio
authentic assessments
standard deviation
performance standards
29. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
anecdotal records
direct instruction
standards
30. Visual - kinesthetic - whole body
nonlinguistic
cues - questions - and advance organizers
behavioral and cognitive objectives
norm - referenced tests
31. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
primary source documents
criterion - referenced tests
quartiles
32. 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
mastery learning
validity
curriculum compacting
33. Extent to which an assessment is consistent with its measures
mean - median - and mode
standards - based assessments
reciprocal teaching
reliability
34. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
samples
graphic organizer
Student Teams Achievement Divisions (STAD)
Jigsaw
35. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
double - entry page
Student Teams Achievement Divisions (STAD)
curriculum compacting
learning centers
36. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
journals
double - entry page
independent study
linguistic
37. Grade - level expectations or mastery (teacher - made or textbood made exam)
mastery learning
criterion - referenced tests
think - pair - share
reliability
38. Given before teaching so teachers understand areas of weaknesses
essay
diagnostic evaluations
behavioral and cognitive objectives
direct instruction
39. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
percentile rank
achievement tests
summative evalutations
reliability
40. Combines service to the community with learning inside and outside the classroom
service learning
portfolio
differentiated instruction
behavioral and cognitive objectives
41. Instructional strategies suggested by researchers that improve achievement across the content area
group processing
formative evaluations
reinforcing effort/providing recognition
Essential Nine
42. 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
school - to - work
setting objectives and providing feedback
curriculum chunking
inquiry model
43. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
validity
nonlinguistic
flexible grouping
44. Extended practice of lesson that is meaninful (time - limit appropriate)
Student Teams Achievement Divisions (STAD)
diagnostic evaluations
journals
assigning home and practice
45. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
learning centers
differentiated instruction
play
service learning
46. Smaller number of particpants drawn from a total population
samples
standard error of measurment
tiered instruction
mastery learning
47. 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
criterion - referenced tests
generating and testing hypotheses
learning centers
cues - questions - and advance organizers
48. Effective teaching model of lessons
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49. Excursions off the main campus to acheive deeper meaning
Hunter's Model
analytical scoring
field trips
Essential Nine
50. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
independent study
cues - questions - and advance organizers
Student Teams Achievement Divisions (STAD)