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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. Double - entry page - graphic organziers - and SQ3R
direct instruction
reciprocal teaching
Summarizing and Note - taking
think - pair - share
2. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
positive interaction
lesson planning
direct instruction
interpersonal skills
3. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
authentic assessments
individual and group accontability
demonstrations
Knowledge storage
4. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
percentile rank
standard deviation
formative evaluations
critical thinking
5. Based on mathematical transformation of a raw scores
independent study
discussion
questioning
scaled scores
6. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
curriculum chunking
standards
grade - level equivalent scores
7. Oral - written - or through visual performance
tiered instruction
responses
emergent curriculum
observation
8. Scoring guide used in assessments
direct instruction
Essential Nine
rubrics
curriculum frameworks
9. Interests of the children (early childhood - based)
discussion
emergent curriculum
journals
technology
10. 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
diagnostic evaluations
SQ3R
cues - questions - and advance organizers
summative evalutations
11. Standarized tests (used against peer's scores)
norm - referenced tests
analytical scoring
samples
lesson planning
12. Realistic scenarios to consider during simulation
service learning
standard error of measurment
simulations
Jigsaw
13. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
analytical scoring
cooperative learning
play
Numbered Heads together
14. 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
service learning
interdisciplinary instruction
project - based learning
Numbered Heads together
15. Combines service to the community with learning inside and outside the classroom
analytical scoring
diagnostic evaluations
formative evaluations
service learning
16. Watching students interactions and learning behaviors
technology
observation
interdisciplinary instruction
service learning
17. Groups that change as the students' learnng needs change
flexible grouping
critical thinking
Student Teams Achievement Divisions (STAD)
stanines
18. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
thematic instruction
standard error of measurment
tiered instruction
transfer
19. Provides expectations for the knowlege stduents must demonstrate in specific content areas
tiered instruction
interpersonal skills
standard deviation
content standards
20. Students work as a class to read - discuss - or solve problem (don't use all the time)
lesson planning
achievement tests
reinforcing effort/providing recognition
whole - group instrcution
21. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
nonlinguistic
norm - referenced tests
responses
summative evalutations
22. 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
performance assessments
norm - referenced tests
curriculum compacting
interdisciplinary instruction
23. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
standard deviation
responses
performance standards
24. Interaction that promotes face - to - face or individual interaction and relationships
school - to - work
raw score
positive interaction
play
25. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
double - entry page
portfolio
discussion
26. Written work that makes connections between new and previously learned context
essay
mean - median - and mode
Identifying similarities and differences
holistic scoring
27. In original unaltered form
learning centers
primary source documents
responses
norm - referenced tests
28. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
flexible grouping
simulations
technology
29. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
flexible grouping
service learning
standard deviation
standards
30. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
technology
mastery learning
journals
Numbered Heads together
31. Student must perform a task or generate his or her own response during assessment
learning centers
performance assessments
linguistic
SQ3R
32. What the student feels is his or her area of weakness or strength
reciprocal teaching
self - evaluation
Hunter's Model
portfolio
33. 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)
tiered instruction
grouping practices
aptitude tests
curriculum frameworks
34. Small groups or pairs to solve a problem or learn more about topic
project - based learning
standard deviation
differentiated instruction
whole - group instrcution
35. Essays - short - answer
performance assessments
lesson planning
analytical scoring
reliability
36. 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
standard error of measurment
raw score
cues - questions - and advance organizers
anchored instruction
37. Student must work together to successfully accomplish task
stanines
Student Teams Achievement Divisions (STAD)
curriculum compacting
positive interdependence
38. Develop the response
graphic organizer
authentic assessments
anticipatory set
generating and testing hypotheses
39. 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
curriculum frameworks
simulations
cues - questions - and advance organizers
standard error of measurment
40. Opportunites to transition from the classroom to the workforce
critical thinking
emergent curriculum
school - to - work
double - entry page
41. Excursions off the main campus to acheive deeper meaning
simulations
field trips
Summarizing and Note - taking
responses
42. Reading or hearing
Student Teams Achievement Divisions (STAD)
flexible grouping
linguistic
tiered instruction
43. Equivalent number of questions he or she answered correctly
direct instruction
raw score
individual and group accontability
self - evaluation
44. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
assigning home and practice
positive interaction
demonstrations
45. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
samples
journals
holistic scoring
quartiles
46. 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)
reciprocal teaching
questioning
think - pair - share
school - to - work
47. Deciding what to believe or what to do
critical thinking
generating and testing hypotheses
norm - referenced tests
mean - median - and mode
48. Students must be taught and learn to use teamwork and positive social skills when working with others
Knowledge storage
self - evaluation
interpersonal skills
authentic assessments
49. Organizing curriculum around large themes
holistic scoring
interpersonal skills
thematic instruction
journals
50. Students working together to solve problems or achieve goals
validity
nonlinguistic
cooperative learning
criterion - referenced tests