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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. Teacher offers same core content to each student but provides varying levels of support for students
authentic assessments
standards - based assessments
tiered instruction
positive interaction
2. Student must work together to successfully accomplish task
formative evaluations
primary source documents
scaled scores
positive interdependence
3. Interests of the children (early childhood - based)
school - to - work
emergent curriculum
Knowledge storage
positive interaction
4. Student must perform a task or generate his or her own response during assessment
graphic organizer
performance assessments
percentile rank
project - based learning
5. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
tiered instruction
journals
performance assessments
thematic instruction
6. 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
stanines
anchored instruction
individual and group accontability
field trips
7. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
holistic scoring
service learning
norm - referenced tests
8. Written work that makes connections between new and previously learned context
discovery learning
double - entry page
play
essay
9. Standarized tests (used against peer's scores)
Identifying similarities and differences
field trips
mean - median - and mode
norm - referenced tests
10. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
raw score
questioning
SQ3R
11. In original unaltered form
service learning
analytical scoring
primary source documents
setting objectives and providing feedback
12. 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
simulations
Essential Nine
generating and testing hypotheses
summative evalutations
13. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
formative evaluations
lesson planning
cooperative learning
14. 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)
percentile rank
linguistic
critical thinking
questioning
15. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
Knowledge storage
Hunter's Model
standard deviation
percentile rank
16. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
differentiated instruction
nonlinguistic
linguistic
17. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
positive interdependence
summative evalutations
transfer
setting objectives and providing feedback
18. Equivalent number of questions he or she answered correctly
raw score
tiered instruction
grouping practices
think - pair - share
19. Develop the response
Identifying similarities and differences
authentic assessments
assigning home and practice
Summarizing and Note - taking
20. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
essay
independent study
validity
inquiry model
21. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
linguistic
standard deviation
Essential Nine
22. Teacher/student discussion to improve comprehension
reciprocal teaching
cooperative learning
performance assessments
Hunter's Model
23. Responding to a wide range of abilities present in the classroom
Student Teams Achievement Divisions (STAD)
Hunter's Model
differentiated instruction
achievement tests
24. Demonstrate the grade and month of the school year to which a student score can be compared
aptitude tests
percentile rank
grade - level equivalent scores
authentic assessments
25. Essays - short - answer
analytical scoring
curriculum compacting
interdisciplinary instruction
anecdotal records
26. Grade - level expectations or mastery (teacher - made or textbood made exam)
service learning
criterion - referenced tests
Identifying similarities and differences
questioning
27. Watching students interactions and learning behaviors
grade - level equivalent scores
diagnostic evaluations
project - based learning
observation
28. Scoring guide used in assessments
anchored instruction
rubrics
essay
performance standards
29. Where the student's score is in comparison to national or local norm
graphic organizer
percentile rank
discussion
analytical scoring
30. Smaller number of particpants drawn from a total population
cues - questions - and advance organizers
samples
differentiated instruction
grouping practices
31. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
content standards
raw score
holistic scoring
32. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
positive interdependence
anecdotal records
service learning
33. 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
Numbered Heads together
standards - based assessments
thematic instruction
critical thinking
34. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
essay
technology
summative evalutations
assigning home and practice
35. Extent to which an assessment is consistent with its measures
graphic organizer
self - evaluation
formative evaluations
reliability
36. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
standards
performance standards
generating and testing hypotheses
37. 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
primary source documents
think - pair - share
technology
38. 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
flexible grouping
Identifying similarities and differences
Essential Nine
SQ3R
39. Students working together to solve problems or achieve goals
stanines
Student Teams Achievement Divisions (STAD)
technology
cooperative learning
40. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
school - to - work
whole - group instrcution
performance standards
41. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
technology
standards - based assessments
differentiated instruction
discovery learning
42. Combining information from two or more content areas (English and history)
reciprocal teaching
interdisciplinary instruction
questioning
anchored instruction
43. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
group processing
learning centers
emergent curriculum
graphic organizer
44. Groups that change as the students' learnng needs change
individual and group accontability
standards
demonstrations
flexible grouping
45. Collection of products that reflect progress in a content area
achievement tests
flexible grouping
portfolio
Essential Nine
46. Test is found to be valid if it measures what it was designed to measure
anchored instruction
achievement tests
validity
cues - questions - and advance organizers
47. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
performance standards
samples
anecdotal records
journals
48. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
group processing
curriculum compacting
holistic scoring
Knowledge storage
49. Combines service to the community with learning inside and outside the classroom
independent study
responses
service learning
portfolio
50. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
standards
inquiry model
standard error of measurment
learning centers