SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Measures student progress toward meeting goals based on local - state - and/or national goals
reliability
samples
linguistic
standards - based assessments
2. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
anticipatory set
stanines
standards - based assessments
3. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
play
learning centers
percentile rank
holistic scoring
4. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
primary source documents
standard deviation
mnemonics
5. Responding to a wide range of abilities present in the classroom
whole - group instrcution
grade - level equivalent scores
differentiated instruction
authentic assessments
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
interdisciplinary instruction
generating and testing hypotheses
anchored instruction
group processing
7. Teacher offers same core content to each student but provides varying levels of support for students
essay
tiered instruction
quartiles
reinforcing effort/providing recognition
8. Teacher/student discussion to improve comprehension
journals
performance standards
inquiry model
reciprocal teaching
9. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
grouping practices
lesson planning
independent study
interdisciplinary instruction
10. Interests of the children (early childhood - based)
content standards
emergent curriculum
assigning home and practice
portfolio
11. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
discussion
anecdotal records
generating and testing hypotheses
discovery learning
12. Students work as a class to read - discuss - or solve problem (don't use all the time)
emergent curriculum
thematic instruction
positive interaction
whole - group instrcution
13. Where the student's score is in comparison to national or local norm
Essential Nine
discovery learning
percentile rank
stanines
14. Focus on oberservable behaviors and focus on congnitive objectives
generating and testing hypotheses
behavioral and cognitive objectives
rubrics
Jigsaw
15. Combining information from two or more content areas (English and history)
responses
inquiry model
Student Teams Achievement Divisions (STAD)
interdisciplinary instruction
16. 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
discovery learning
curriculum compacting
reciprocal teaching
technology
17. Organizing curriculum around large themes
discovery learning
formative evaluations
samples
thematic instruction
18. In original unaltered form
positive interaction
primary source documents
journals
interpersonal skills
19. Visual - kinesthetic - whole body
quartiles
nonlinguistic
positive interdependence
play
20. Extent to which an assessment is consistent with its measures
emergent curriculum
differentiated instruction
reliability
positive interaction
21. Scoring guide used in assessments
rubrics
analytical scoring
scaled scores
discussion
22. Used for students with memory difficulties or learning disabilties
simulations
critical thinking
grouping practices
mnemonics
23. Provides expectations for the knowlege stduents must demonstrate in specific content areas
achievement tests
content standards
direct instruction
Summarizing and Note - taking
24. Given before teaching so teachers understand areas of weaknesses
primary source documents
curriculum frameworks
content standards
diagnostic evaluations
25. Develop the response
authentic assessments
generating and testing hypotheses
nonlinguistic
content standards
26. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
analytical scoring
curriculum chunking
play
positive interaction
27. Equivalent number of questions he or she answered correctly
Essential Nine
scaled scores
standards - based assessments
raw score
28. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
service learning
anecdotal records
nonlinguistic
summative evalutations
29. 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)
grade - level equivalent scores
field trips
positive interaction
questioning
30. Instructional strategies suggested by researchers that improve achievement across the content area
grade - level equivalent scores
rubrics
Essential Nine
cues - questions - and advance organizers
31. Standarized tests (used against peer's scores)
norm - referenced tests
cooperative learning
Summarizing and Note - taking
questioning
32. Opportunites to transition from the classroom to the workforce
play
school - to - work
reliability
learning centers
33. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
emergent curriculum
individual and group accontability
authentic assessments
direct instruction
34. 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
think - pair - share
scaled scores
cues - questions - and advance organizers
anecdotal records
35. Excursions off the main campus to acheive deeper meaning
analytical scoring
field trips
mean - median - and mode
stanines
36. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
content standards
discovery learning
anecdotal records
Hunter's Model
37. Instructional materials are divided and then studied by individuals or pairs of students. After they become experts on their sections of information they share the information with the group
reinforcing effort/providing recognition
rubrics
Jigsaw
performance standards
38. Smaller number of particpants drawn from a total population
cues - questions - and advance organizers
Numbered Heads together
samples
primary source documents
39. 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)
nonlinguistic
Hunter's Model
setting objectives and providing feedback
positive interaction
40. Realistic scenarios to consider during simulation
individual and group accontability
simulations
performance standards
curriculum chunking
41. Essays - short - answer
analytical scoring
validity
mastery learning
discussion
42. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
transfer
mnemonics
direct instruction
43. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
Essential Nine
double - entry page
questioning
44. Demonstrate the grade and month of the school year to which a student score can be compared
curriculum compacting
grade - level equivalent scores
standard deviation
positive interaction
45. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
raw score
holistic scoring
Numbered Heads together
curriculum frameworks
46. Standardized tests desired to measure ability to develop or acquire skills and knowledge
reliability
demonstrations
aptitude tests
transfer
47. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
cooperative learning
stanines
journals
self - evaluation
48. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
positive interaction
formative evaluations
Jigsaw
curriculum chunking
49. Test is found to be valid if it measures what it was designed to measure
observation
assigning home and practice
validity
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
linguistic
school - to - work
mean - median - and mode