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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. Deciding what to believe or what to do






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






3. Used for students with memory difficulties or learning disabilties






4. 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






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






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






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






8. 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)






9. Nonlinguistic and linguistic






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






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






12. Organizing curriculum around large themes






13. Essays - short - answer






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






15. 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)






16. Students working together to solve problems or achieve goals






17. Scoring guide used in assessments






18. Watching students interactions and learning behaviors






19. Opportunites to transition from the classroom to the workforce






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






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






22. Small groups or pairs to solve a problem or learn more about topic






23. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






24. Given before teaching so teachers understand areas of weaknesses






25. 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






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






27. Smaller number of particpants drawn from a total population






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






29. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






30. Collection of products that reflect progress in a content area






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






32. 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






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






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






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






36. 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)






37. 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






38. Excursions off the main campus to acheive deeper meaning






39. Effective teaching model of lessons

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40. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






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






42. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






43. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






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






45. Develop the response






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






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






48. In original unaltered form






49. Oral - written - or through visual performance






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