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






2. Develop the response






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






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






5. 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






6. Student must work together to successfully accomplish task






7. Students working together to solve problems or achieve goals






8. 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)






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






10. Equivalent number of questions he or she answered correctly






11. Organizing curriculum around large themes






12. Watching students interactions and learning behaviors






13. Teacher/student discussion to improve comprehension






14. Reading or hearing






15. Collection of products that reflect progress in a content area






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






17. 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






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






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






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






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






22. Given before teaching so teachers understand areas of weaknesses






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






24. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






25. Nonlinguistic and linguistic






26. Focus on oberservable behaviors and focus on congnitive objectives






27. Realistic scenarios to consider during simulation






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






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






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






31. 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






32. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






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






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






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






36. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






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






38. 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






39. Essays - short - answer






40. 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)






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






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






43. 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






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






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






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






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






48. Opportunites to transition from the classroom to the workforce






49. Scoring guide used in assessments






50. In original unaltered form







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