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






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






3. Effective teaching model of lessons

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4. 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)






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






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






7. Teacher offers same core content to each student but provides varying levels of support for students






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






9. Oral - written - or through visual performance






10. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






11. Combines service to the community with learning inside and outside the classroom






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






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






14. Reading or hearing






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






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






17. 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






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






19. 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






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






21. Excursions off the main campus to acheive deeper meaning






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






23. Instructional strategies suggested by researchers that improve achievement across the content area






24. 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






25. Student must work together to successfully accomplish task






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






27. Extent to which an assessment is consistent with its measures






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






29. Opportunites to transition from the classroom to the workforce






30. Demonstrate the grade and month of the school year to which a student score can be compared






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






32. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






33. Groups that change as the students' learnng needs change






34. Given before teaching so teachers understand areas of weaknesses






35. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






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






37. Organizing curriculum around large themes






38. 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)






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






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






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






42. Based on mathematical transformation of a raw scores






43. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






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






45. Teacher/student discussion to improve comprehension






46. Essays - short - answer






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






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






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






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