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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. Specific expectations of what a student must know and be able to do
analytical scoring
interpersonal skills
standards
portfolio
2. Showing a student what something is or how to do something
demonstrations
Summarizing and Note - taking
scaled scores
Knowledge storage
3. Equivalent number of questions he or she answered correctly
positive interaction
double - entry page
curriculum frameworks
raw score
4. In original unaltered form
self - evaluation
curriculum frameworks
primary source documents
standard deviation
5. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
lesson planning
interdisciplinary instruction
Summarizing and Note - taking
6. 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
reinforcing effort/providing recognition
anchored instruction
positive interaction
SQ3R
7. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
mean - median - and mode
learning centers
anchored instruction
reciprocal teaching
8. 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
cooperative learning
Essential Nine
Jigsaw
Student Teams Achievement Divisions (STAD)
9. Mean = average median = midpoint mode= most common
simulations
authentic assessments
mean - median - and mode
linguistic
10. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
essay
anticipatory set
whole - group instrcution
11. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
graphic organizer
curriculum frameworks
formative evaluations
interpersonal skills
12. Oral - written - or through visual performance
emergent curriculum
responses
inquiry model
simulations
13. Focus on oberservable behaviors and focus on congnitive objectives
discovery learning
performance assessments
summative evalutations
behavioral and cognitive objectives
14. 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
observation
curriculum compacting
reliability
assigning home and practice
15. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
double - entry page
transfer
raw score
inquiry model
16. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
positive interaction
journals
setting objectives and providing feedback
flexible grouping
17. Set the level of performance expectation for students; set at state level
performance standards
Knowledge storage
school - to - work
scaled scores
18. Tool for learning in schools today
Student Teams Achievement Divisions (STAD)
technology
stanines
service learning
19. 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
rubrics
generating and testing hypotheses
stanines
Student Teams Achievement Divisions (STAD)
20. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
cooperative learning
whole - group instrcution
Student Teams Achievement Divisions (STAD)
mastery learning
21. Student must work together to successfully accomplish task
behavioral and cognitive objectives
simulations
Jigsaw
positive interdependence
22. Smaller number of particpants drawn from a total population
Summarizing and Note - taking
samples
positive interdependence
mastery learning
23. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
holistic scoring
double - entry page
SQ3R
simulations
24. Organizing curriculum around large themes
Hunter's Model
anchored instruction
scaled scores
thematic instruction
25. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
linguistic
service learning
flexible grouping
26. Collection of products that reflect progress in a content area
portfolio
positive interaction
discussion
whole - group instrcution
27. Groups that change as the students' learnng needs change
discussion
simulations
project - based learning
flexible grouping
28. Instructional strategies suggested by researchers that improve achievement across the content area
criterion - referenced tests
reinforcing effort/providing recognition
standard error of measurment
Essential Nine
29. Nonlinguistic and linguistic
technology
Knowledge storage
performance assessments
mean - median - and mode
30. 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
curriculum chunking
SQ3R
Knowledge storage
observation
31. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
percentile rank
aptitude tests
independent study
inquiry model
32. 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)
diagnostic evaluations
samples
summative evalutations
setting objectives and providing feedback
33. Effective teaching model of lessons
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34. Test is found to be valid if it measures what it was designed to measure
validity
norm - referenced tests
graphic organizer
anticipatory set
35. Standarized tests (used against peer's scores)
norm - referenced tests
percentile rank
grade - level equivalent scores
cues - questions - and advance organizers
36. Develop the response
group processing
Jigsaw
school - to - work
authentic assessments
37. Combining information from two or more content areas (English and history)
lesson planning
curriculum compacting
cooperative learning
interdisciplinary instruction
38. Excursions off the main campus to acheive deeper meaning
field trips
inquiry model
raw score
aptitude tests
39. Responding to a wide range of abilities present in the classroom
reinforcing effort/providing recognition
quartiles
Knowledge storage
differentiated instruction
40. Realistic scenarios to consider during simulation
simulations
project - based learning
Hunter's Model
lesson planning
41. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
graphic organizer
play
performance standards
stanines
42. Based on mathematical transformation of a raw scores
double - entry page
positive interdependence
scaled scores
curriculum frameworks
43. Students working together to solve problems or achieve goals
mastery learning
quartiles
norm - referenced tests
cooperative learning
44. Measures student progress toward meeting goals based on local - state - and/or national goals
raw score
standards - based assessments
observation
mastery learning
45. Interests of the children (early childhood - based)
standards - based assessments
journals
transfer
emergent curriculum
46. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
Summarizing and Note - taking
formative evaluations
percentile rank
reinforcing effort/providing recognition
47. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
reliability
cooperative learning
think - pair - share
SQ3R
48. 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
generating and testing hypotheses
anticipatory set
field trips
49. Opportunites to transition from the classroom to the workforce
behavioral and cognitive objectives
school - to - work
inquiry model
validity
50. Demonstrate the grade and month of the school year to which a student score can be compared
service learning
positive interaction
grade - level equivalent scores
anecdotal records