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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. Essays - short - answer






3. 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






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






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






6. Based on mathematical transformation of a raw scores






7. 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






8. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






9. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






10. Nonlinguistic and linguistic






11. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






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






13. 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






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






15. Realistic scenarios to consider during simulation






16. 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






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






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






19. Combining information from two or more content areas (English and history)






20. Set the level of performance expectation for students; set at state level






21. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






22. Watching students interactions and learning behaviors






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






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






25. Focus on oberservable behaviors and focus on congnitive objectives






26. Given before teaching so teachers understand areas of weaknesses






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






28. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






29. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover






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






31. 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






32. Teacher/student discussion to improve comprehension






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






34. Measures student progress toward meeting goals based on local - state - and/or national goals






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






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






37. Used for students with memory difficulties or learning disabilties






38. Students working together to solve problems or achieve goals






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






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






41. Visual - kinesthetic - whole body






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






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






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






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






46. What the student feels is his or her area of weakness or strength






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






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






49. 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)






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