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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. Smaller number of particpants drawn from a total population
samples
Knowledge storage
Identifying similarities and differences
flexible grouping
2. Tool for learning in schools today
technology
assigning home and practice
standard error of measurment
individual and group accontability
3. Test is found to be valid if it measures what it was designed to measure
demonstrations
transfer
validity
discovery learning
4. Teacher/student discussion to improve comprehension
scaled scores
rubrics
reciprocal teaching
anchored instruction
5. Given before teaching so teachers understand areas of weaknesses
mastery learning
diagnostic evaluations
scaled scores
whole - group instrcution
6. What the student feels is his or her area of weakness or strength
anecdotal records
self - evaluation
Knowledge storage
achievement tests
7. 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
journals
Jigsaw
curriculum frameworks
questioning
8. 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
critical thinking
SQ3R
nonlinguistic
Identifying similarities and differences
9. 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
quartiles
cooperative learning
content standards
curriculum chunking
10. Set the level of performance expectation for students; set at state level
SQ3R
performance standards
Knowledge storage
performance assessments
11. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge
standard deviation
anticipatory set
Jigsaw
questioning
12. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
summative evalutations
Essential Nine
graphic organizer
Jigsaw
13. Students working together to solve problems or achieve goals
questioning
discussion
cooperative learning
assigning home and practice
14. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
anecdotal records
rubrics
anchored instruction
Student Teams Achievement Divisions (STAD)
15. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
stanines
Jigsaw
criterion - referenced tests
16. Reading or hearing
positive interdependence
independent study
percentile rank
linguistic
17. Provides expectations for the knowlege stduents must demonstrate in specific content areas
learning centers
content standards
independent study
thematic instruction
18. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
Identifying similarities and differences
school - to - work
aptitude tests
19. Standardized tests desired to measure ability to develop or acquire skills and knowledge
curriculum compacting
linguistic
aptitude tests
cues - questions - and advance organizers
20. Students work as a class to read - discuss - or solve problem (don't use all the time)
discussion
Numbered Heads together
standard deviation
whole - group instrcution
21. Student must work together to successfully accomplish task
Jigsaw
inquiry model
positive interdependence
norm - referenced tests
22. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
simulations
play
mnemonics
grade - level equivalent scores
23. Realistic scenarios to consider during simulation
reciprocal teaching
standard deviation
positive interdependence
simulations
24. Equivalent number of questions he or she answered correctly
raw score
double - entry page
anecdotal records
Knowledge storage
25. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
quartiles
cooperative learning
SQ3R
lesson planning
26. Responding to a wide range of abilities present in the classroom
portfolio
mnemonics
differentiated instruction
discovery learning
27. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
Identifying similarities and differences
individual and group accontability
cues - questions - and advance organizers
grouping practices
28. Mean = average median = midpoint mode= most common
mean - median - and mode
responses
reciprocal teaching
reliability
29. 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)
standards
primary source documents
curriculum compacting
grouping practices
30. Showing a student what something is or how to do something
anticipatory set
positive interaction
setting objectives and providing feedback
demonstrations
31. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
standards
behavioral and cognitive objectives
quartiles
holistic scoring
32. 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
anecdotal records
anchored instruction
achievement tests
play
33. 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
cues - questions - and advance organizers
reliability
anchored instruction
34. Standarized tests (used against peer's scores)
percentile rank
criterion - referenced tests
setting objectives and providing feedback
norm - referenced tests
35. Watching students interactions and learning behaviors
SQ3R
diagnostic evaluations
performance standards
observation
36. Excursions off the main campus to acheive deeper meaning
mean - median - and mode
field trips
reciprocal teaching
curriculum frameworks
37. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
behavioral and cognitive objectives
responses
mastery learning
standards
38. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
standards - based assessments
play
Identifying similarities and differences
validity
39. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
curriculum frameworks
anchored instruction
standard deviation
reinforcing effort/providing recognition
40. Demonstrate the grade and month of the school year to which a student score can be compared
mnemonics
interdisciplinary instruction
self - evaluation
grade - level equivalent scores
41. Where the student's score is in comparison to national or local norm
interdisciplinary instruction
cooperative learning
self - evaluation
percentile rank
42. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
Hunter's Model
journals
achievement tests
field trips
43. Deciding what to believe or what to do
curriculum compacting
journals
critical thinking
positive interaction
44. Interests of the children (early childhood - based)
nonlinguistic
samples
emergent curriculum
inquiry model
45. Measures student progress toward meeting goals based on local - state - and/or national goals
Essential Nine
anecdotal records
field trips
standards - based assessments
46. Nonlinguistic and linguistic
Knowledge storage
scaled scores
emergent curriculum
positive interdependence
47. Extent to which an assessment is consistent with its measures
analytical scoring
essay
reliability
Jigsaw
48. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
responses
nonlinguistic
inquiry model
holistic scoring
49. Combines service to the community with learning inside and outside the classroom
generating and testing hypotheses
standards - based assessments
Jigsaw
service learning
50. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
stanines
curriculum chunking
nonlinguistic
learning centers