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






2. Essays - short - answer






3. Based on mathematical transformation of a raw scores






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






5. Measure a student's knowledge or proficiency in something that has been learned






6. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






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






8. Mean = average median = midpoint mode= most common






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






10. Watching students interactions and learning behaviors






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






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






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






14. Showing a student what something is or how to do something






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






16. Tool for learning in schools today






17. 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






18. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






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






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






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






22. Excursions off the main campus to acheive deeper meaning






23. In original unaltered form






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






25. 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)






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






27. 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






28. 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






29. Effective teaching model of lessons

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






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






32. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






33. Students working together to solve problems or achieve goals






34. 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)






35. Visual - kinesthetic - whole body






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






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






38. 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






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






40. Nonlinguistic and linguistic






41. Organizing curriculum around large themes






42. 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






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






44. Opportunites to transition from the classroom to the workforce






45. 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






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






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






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






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






50. 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