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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. Mean = average median = midpoint mode= most common
cues - questions - and advance organizers
critical thinking
mean - median - and mode
curriculum compacting
2. Combining information from two or more content areas (English and history)
validity
primary source documents
direct instruction
interdisciplinary instruction
3. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
standards
double - entry page
reliability
4. Nonlinguistic and linguistic
positive interaction
interpersonal skills
Knowledge storage
percentile rank
5. Teacher/student discussion to improve comprehension
interdisciplinary instruction
positive interdependence
reciprocal teaching
learning centers
6. Small groups or pairs to solve a problem or learn more about topic
demonstrations
project - based learning
double - entry page
performance assessments
7. Used for students with memory difficulties or learning disabilties
interdisciplinary instruction
mnemonics
curriculum chunking
Hunter's Model
8. Student must perform a task or generate his or her own response during assessment
performance assessments
analytical scoring
standard deviation
setting objectives and providing feedback
9. Deciding what to believe or what to do
samples
self - evaluation
critical thinking
responses
10. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
reliability
setting objectives and providing feedback
diagnostic evaluations
11. Combines service to the community with learning inside and outside the classroom
reliability
Identifying similarities and differences
anchored instruction
service learning
12. Measures student progress toward meeting goals based on local - state - and/or national goals
differentiated instruction
school - to - work
critical thinking
standards - based assessments
13. Teacher offers same core content to each student but provides varying levels of support for students
double - entry page
quartiles
tiered instruction
group processing
14. 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
rubrics
demonstrations
emergent curriculum
SQ3R
15. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
critical thinking
discovery learning
validity
assigning home and practice
16. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
validity
primary source documents
reliability
holistic scoring
17. Double - entry page - graphic organziers - and SQ3R
curriculum compacting
differentiated instruction
lesson planning
Summarizing and Note - taking
18. Groups that change as the students' learnng needs change
flexible grouping
Numbered Heads together
grouping practices
assigning home and practice
19. Extent to which an assessment is consistent with its measures
standards
grade - level equivalent scores
reliability
Summarizing and Note - taking
20. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
Numbered Heads together
aptitude tests
formative evaluations
percentile rank
21. Measure a student's knowledge or proficiency in something that has been learned
mnemonics
achievement tests
positive interaction
interpersonal skills
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
flexible grouping
thematic instruction
assigning home and practice
curriculum compacting
23. Excursions off the main campus to acheive deeper meaning
Student Teams Achievement Divisions (STAD)
field trips
discussion
Numbered Heads together
24. Smaller number of particpants drawn from a total population
samples
curriculum compacting
critical thinking
percentile rank
25. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
cooperative learning
emergent curriculum
think - pair - share
grouping practices
26. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
individual and group accontability
standard deviation
learning centers
norm - referenced tests
27. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
observation
mnemonics
Jigsaw
quartiles
28. In original unaltered form
technology
primary source documents
inquiry model
grouping practices
29. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
whole - group instrcution
inquiry model
play
curriculum chunking
30. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
field trips
discussion
standards - based assessments
mastery learning
31. Given before teaching so teachers understand areas of weaknesses
play
anticipatory set
diagnostic evaluations
standards - based assessments
32. Equivalent number of questions he or she answered correctly
generating and testing hypotheses
reinforcing effort/providing recognition
raw score
rubrics
33. Focus on oberservable behaviors and focus on congnitive objectives
reinforcing effort/providing recognition
behavioral and cognitive objectives
holistic scoring
percentile rank
34. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
interdisciplinary instruction
field trips
anecdotal records
35. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
stanines
thematic instruction
scaled scores
play
36. 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)
play
grouping practices
technology
reinforcing effort/providing recognition
37. Collection of products that reflect progress in a content area
portfolio
reinforcing effort/providing recognition
inquiry model
interdisciplinary instruction
38. Opportunites to transition from the classroom to the workforce
standard error of measurment
responses
school - to - work
positive interaction
39. Extended practice of lesson that is meaninful (time - limit appropriate)
anecdotal records
assigning home and practice
cooperative learning
lesson planning
40. Written work that makes connections between new and previously learned context
essay
field trips
responses
learning centers
41. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
linguistic
journals
summative evalutations
42. 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
think - pair - share
direct instruction
Numbered Heads together
simulations
43. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
percentile rank
questioning
journals
tiered instruction
44. 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
generating and testing hypotheses
rubrics
holistic scoring
summative evalutations
45. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
summative evalutations
graphic organizer
reliability
46. Tool for learning in schools today
Jigsaw
learning centers
technology
cooperative learning
47. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
lesson planning
self - evaluation
standard deviation
primary source documents
48. Provides expectations for the knowlege stduents must demonstrate in specific content areas
Numbered Heads together
quartiles
content standards
individual and group accontability
49. Scoring guide used in assessments
standards
school - to - work
rubrics
mastery learning
50. Standardized tests desired to measure ability to develop or acquire skills and knowledge
individual and group accontability
behavioral and cognitive objectives
aptitude tests
percentile rank