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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. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
cooperative learning
performance assessments
anticipatory set
mastery learning
2. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
differentiated instruction
rubrics
play
3. 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
whole - group instrcution
school - to - work
grade - level equivalent scores
anchored instruction
4. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
performance assessments
reinforcing effort/providing recognition
scaled scores
5. Excursions off the main campus to acheive deeper meaning
validity
formative evaluations
reciprocal teaching
field trips
6. Scoring guide used in assessments
Identifying similarities and differences
generating and testing hypotheses
standards
rubrics
7. Interests of the children (early childhood - based)
Student Teams Achievement Divisions (STAD)
emergent curriculum
nonlinguistic
learning centers
8. Test is found to be valid if it measures what it was designed to measure
service learning
validity
holistic scoring
generating and testing hypotheses
9. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
school - to - work
inquiry model
technology
group processing
10. Students working together to solve problems or achieve goals
mnemonics
achievement tests
cooperative learning
whole - group instrcution
11. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
self - evaluation
grouping practices
content standards
12. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
positive interdependence
cooperative learning
project - based learning
summative evalutations
13. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
standards - based assessments
achievement tests
quartiles
simulations
14. Given before teaching so teachers understand areas of weaknesses
standards - based assessments
standards
mastery learning
diagnostic evaluations
15. Written work that makes connections between new and previously learned context
essay
emergent curriculum
Essential Nine
curriculum frameworks
16. Double - entry page - graphic organziers - and SQ3R
graphic organizer
mean - median - and mode
Summarizing and Note - taking
samples
17. Where the student's score is in comparison to national or local norm
raw score
Essential Nine
percentile rank
project - based learning
18. In original unaltered form
primary source documents
anecdotal records
discovery learning
Summarizing and Note - taking
19. 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
critical thinking
percentile rank
independent study
Numbered Heads together
20. Extent to which an assessment is consistent with its measures
responses
validity
positive interaction
reliability
21. Deciding what to believe or what to do
critical thinking
Jigsaw
norm - referenced tests
aptitude tests
22. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
nonlinguistic
double - entry page
interdisciplinary instruction
individual and group accontability
23. Opportunites to transition from the classroom to the workforce
school - to - work
Knowledge storage
achievement tests
interpersonal skills
24. Combining information from two or more content areas (English and history)
positive interaction
norm - referenced tests
portfolio
interdisciplinary instruction
25. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
individual and group accontability
stanines
group processing
interpersonal skills
26. Realistic scenarios to consider during simulation
Knowledge storage
rubrics
simulations
authentic assessments
27. Nonlinguistic and linguistic
behavioral and cognitive objectives
mastery learning
Knowledge storage
SQ3R
28. What the student feels is his or her area of weakness or strength
simulations
school - to - work
percentile rank
self - evaluation
29. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
independent study
Essential Nine
portfolio
scaled scores
30. Provides expectations for the knowlege stduents must demonstrate in specific content areas
simulations
grouping practices
analytical scoring
content standards
31. Collection of products that reflect progress in a content area
raw score
portfolio
emergent curriculum
Numbered Heads together
32. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
standards
discussion
grouping practices
content standards
33. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
anecdotal records
journals
summative evalutations
Summarizing and Note - taking
34. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
reinforcing effort/providing recognition
individual and group accontability
anecdotal records
discovery learning
35. Equivalent number of questions he or she answered correctly
tiered instruction
raw score
anecdotal records
scaled scores
36. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
group processing
Numbered Heads together
self - evaluation
formative evaluations
37. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
learning centers
discovery learning
essay
responses
38. 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
anecdotal records
Jigsaw
authentic assessments
aptitude tests
39. Measures student progress toward meeting goals based on local - state - and/or national goals
Numbered Heads together
self - evaluation
standards - based assessments
field trips
40. 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
cues - questions - and advance organizers
simulations
Essential Nine
journals
41. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
positive interaction
curriculum compacting
play
school - to - work
42. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
school - to - work
standard deviation
criterion - referenced tests
anecdotal records
43. Develop the response
think - pair - share
Student Teams Achievement Divisions (STAD)
authentic assessments
Knowledge storage
44. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
critical thinking
content standards
setting objectives and providing feedback
curriculum frameworks
45. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
Numbered Heads together
graphic organizer
individual and group accontability
setting objectives and providing feedback
46. Teacher offers same core content to each student but provides varying levels of support for students
standard error of measurment
inquiry model
Identifying similarities and differences
tiered instruction
47. Measure a student's knowledge or proficiency in something that has been learned
primary source documents
individual and group accontability
achievement tests
scaled scores
48. Standarized tests (used against peer's scores)
think - pair - share
Hunter's Model
scaled scores
norm - referenced tests
49. Tool for learning in schools today
technology
quartiles
Jigsaw
cooperative learning
50. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
discovery learning
achievement tests
field trips