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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. Interests of the children (early childhood - based)






2. Effective teaching model of lessons

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






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






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






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






7. Standardized tests desired to measure ability to develop or acquire skills and knowledge






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






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






10. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






11. Test is found to be valid if it measures what it was designed to measure






12. 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






13. Tool for learning in schools today






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






15. Deciding what to believe or what to do






16. Scoring guide used in assessments






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






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






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






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






21. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






22. Where the student's score is in comparison to national or local norm






23. 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)






24. Students working together to solve problems or achieve goals






25. Essays - short - answer






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






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. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






29. Realistic scenarios to consider during simulation






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






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






32. Organizing curriculum around large themes






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






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






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






36. Opportunites to transition from the classroom to the workforce






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






38. 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)






39. Nonlinguistic and linguistic






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






41. Extended practice of lesson that is meaninful (time - limit appropriate)






42. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






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






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






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






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






47. Reading or hearing






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






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






50. 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