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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. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
reinforcing effort/providing recognition
demonstrations
independent study
inquiry model
2. Organizing curriculum around large themes
performance assessments
transfer
thematic instruction
think - pair - share
3. 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
thematic instruction
anchored instruction
critical thinking
nonlinguistic
4. 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
discussion
mean - median - and mode
generating and testing hypotheses
formative evaluations
5. Showing a student what something is or how to do something
standard error of measurment
standards
graphic organizer
demonstrations
6. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
play
linguistic
anticipatory set
7. Nonlinguistic and linguistic
differentiated instruction
discovery learning
Knowledge storage
quartiles
8. Opportunites to transition from the classroom to the workforce
school - to - work
reinforcing effort/providing recognition
assigning home and practice
Numbered Heads together
9. Students working together to solve problems or achieve goals
validity
standards
cooperative learning
standards - based assessments
10. Combining information from two or more content areas (English and history)
reliability
interdisciplinary instruction
cooperative learning
generating and testing hypotheses
11. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
flexible grouping
mastery learning
scaled scores
SQ3R
12. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
Essential Nine
technology
holistic scoring
13. Tool for learning in schools today
flexible grouping
anticipatory set
technology
standards
14. Extent to which an assessment is consistent with its measures
Knowledge storage
formative evaluations
reliability
cues - questions - and advance organizers
15. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
Jigsaw
direct instruction
percentile rank
simulations
16. 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
positive interaction
anticipatory set
emergent curriculum
grade - level equivalent scores
17. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
play
aptitude tests
whole - group instrcution
holistic scoring
18. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
transfer
Jigsaw
project - based learning
19. Student must work together to successfully accomplish task
anchored instruction
positive interdependence
simulations
self - evaluation
20. Watching students interactions and learning behaviors
formative evaluations
nonlinguistic
observation
anchored instruction
21. Standarized tests (used against peer's scores)
content standards
norm - referenced tests
standard error of measurment
inquiry model
22. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
validity
holistic scoring
positive interaction
23. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
journals
generating and testing hypotheses
questioning
24. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
Hunter's Model
lesson planning
positive interdependence
performance assessments
25. Visual - kinesthetic - whole body
nonlinguistic
percentile rank
SQ3R
grade - level equivalent scores
26. Excursions off the main campus to acheive deeper meaning
Essential Nine
emergent curriculum
positive interdependence
field trips
27. 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
service learning
observation
curriculum compacting
quartiles
28. Teacher/student discussion to improve comprehension
cues - questions - and advance organizers
reciprocal teaching
mastery learning
Summarizing and Note - taking
29. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
lesson planning
primary source documents
tiered instruction
30. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
holistic scoring
scaled scores
interdisciplinary instruction
journals
31. Collection of products that reflect progress in a content area
double - entry page
group processing
reciprocal teaching
portfolio
32. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
transfer
self - evaluation
Summarizing and Note - taking
Essential Nine
33. Written work that makes connections between new and previously learned context
behavioral and cognitive objectives
essay
direct instruction
nonlinguistic
34. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
group processing
quartiles
Student Teams Achievement Divisions (STAD)
Jigsaw
35. Grade - level expectations or mastery (teacher - made or textbood made exam)
SQ3R
anecdotal records
journals
criterion - referenced tests
36. Small groups or pairs to solve a problem or learn more about topic
discussion
aptitude tests
emergent curriculum
project - based learning
37. Combines service to the community with learning inside and outside the classroom
service learning
play
interpersonal skills
positive interaction
38. Reading or hearing
linguistic
project - based learning
content standards
reciprocal teaching
39. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
rubrics
think - pair - share
learning centers
Hunter's Model
40. Student must perform a task or generate his or her own response during assessment
reciprocal teaching
performance assessments
independent study
Identifying similarities and differences
41. Where the student's score is in comparison to national or local norm
percentile rank
essay
questioning
simulations
42. Standardized tests desired to measure ability to develop or acquire skills and knowledge
Identifying similarities and differences
aptitude tests
discussion
summative evalutations
43. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
nonlinguistic
anecdotal records
behavioral and cognitive objectives
Student Teams Achievement Divisions (STAD)
44. Realistic scenarios to consider during simulation
thematic instruction
holistic scoring
essay
simulations
45. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
journals
flexible grouping
double - entry page
standards
46. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
simulations
direct instruction
authentic assessments
47. What the student feels is his or her area of weakness or strength
Hunter's Model
self - evaluation
aptitude tests
quartiles
48. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
think - pair - share
differentiated instruction
standard deviation
holistic scoring
49. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
diagnostic evaluations
transfer
scaled scores
formative evaluations
50. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
Numbered Heads together
group processing
cues - questions - and advance organizers
technology