Test your basic knowledge |

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. 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






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






3. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






4. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






5. Equivalent number of questions he or she answered correctly






6. Scoring guide used in assessments






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






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






9. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






10. Given before teaching so teachers understand areas of weaknesses






11. 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






12. 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






13. Watching students interactions and learning behaviors






14. Nonlinguistic and linguistic






15. Visual - kinesthetic - whole body






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






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






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






19. Deciding what to believe or what to do






20. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






21. 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






22. Where the student's score is in comparison to national or local norm






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






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






25. 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)






26. 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






27. 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






28. Students work as a class to read - discuss - or solve problem (don't use all the time)






29. Reading or hearing






30. Student must perform a task or generate his or her own response during assessment






31. Focus on oberservable behaviors and focus on congnitive objectives






32. 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






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






34. 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






35. Opportunites to transition from the classroom to the workforce






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






37. Tool for learning in schools today






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






39. Excursions off the main campus to acheive deeper meaning






40. Grade - level expectations or mastery (teacher - made or textbood made exam)






41. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






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






43. Essays - short - answer






44. 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)






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






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






47. Students must be taught and learn to use teamwork and positive social skills when working with others






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






49. 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)






50. Based on mathematical transformation of a raw scores