SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
Essential Nine
learning centers
behavioral and cognitive objectives
tiered instruction
2. Students work as a class to read - discuss - or solve problem (don't use all the time)
standards - based assessments
primary source documents
whole - group instrcution
anticipatory set
3. Smaller number of particpants drawn from a total population
nonlinguistic
responses
performance assessments
samples
4. Combines service to the community with learning inside and outside the classroom
cooperative learning
service learning
portfolio
analytical scoring
5. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
curriculum frameworks
quartiles
independent study
cues - questions - and advance organizers
6. Measures student progress toward meeting goals based on local - state - and/or national goals
inquiry model
stanines
standards - based assessments
portfolio
7. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
mastery learning
portfolio
journals
percentile rank
8. Teacher/student discussion to improve comprehension
formative evaluations
authentic assessments
validity
reciprocal teaching
9. Demonstrate the grade and month of the school year to which a student score can be compared
technology
grouping practices
reinforcing effort/providing recognition
grade - level equivalent scores
10. Student must perform a task or generate his or her own response during assessment
journals
analytical scoring
positive interaction
performance assessments
11. Combining information from two or more content areas (English and history)
flexible grouping
interdisciplinary instruction
self - evaluation
quartiles
12. Reading or hearing
standards - based assessments
linguistic
flexible grouping
group processing
13. Visual - kinesthetic - whole body
nonlinguistic
service learning
reinforcing effort/providing recognition
project - based learning
14. Students working together to solve problems or achieve goals
assigning home and practice
nonlinguistic
holistic scoring
cooperative learning
15. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
thematic instruction
standard error of measurment
standard deviation
discovery learning
16. Showing a student what something is or how to do something
assigning home and practice
thematic instruction
Hunter's Model
demonstrations
17. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
Student Teams Achievement Divisions (STAD)
individual and group accontability
independent study
scaled scores
18. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
mean - median - and mode
cues - questions - and advance organizers
whole - group instrcution
19. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
mnemonics
play
SQ3R
standards - based assessments
20. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
play
journals
scaled scores
direct instruction
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
anchored instruction
SQ3R
cues - questions - and advance organizers
emergent curriculum
22. Excursions off the main campus to acheive deeper meaning
mastery learning
achievement tests
raw score
field trips
23. Opportunites to transition from the classroom to the workforce
reinforcing effort/providing recognition
cues - questions - and advance organizers
curriculum chunking
school - to - work
24. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
direct instruction
grade - level equivalent scores
stanines
standard deviation
25. What the student feels is his or her area of weakness or strength
self - evaluation
whole - group instrcution
direct instruction
learning centers
26. Based on mathematical transformation of a raw scores
essay
scaled scores
reciprocal teaching
curriculum frameworks
27. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
reinforcing effort/providing recognition
demonstrations
linguistic
simulations
28. Scoring guide used in assessments
rubrics
content standards
criterion - referenced tests
positive interaction
29. Provides expectations for the knowlege stduents must demonstrate in specific content areas
content standards
positive interaction
school - to - work
discussion
30. Interaction that promotes face - to - face or individual interaction and relationships
SQ3R
Identifying similarities and differences
nonlinguistic
positive interaction
31. 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
individual and group accontability
flexible grouping
simulations
anticipatory set
32. Double - entry page - graphic organziers - and SQ3R
observation
Summarizing and Note - taking
Student Teams Achievement Divisions (STAD)
setting objectives and providing feedback
33. Set the level of performance expectation for students; set at state level
service learning
validity
field trips
performance standards
34. Standardized tests desired to measure ability to develop or acquire skills and knowledge
mnemonics
whole - group instrcution
holistic scoring
aptitude tests
35. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
formative evaluations
grade - level equivalent scores
inquiry model
36. Written work that makes connections between new and previously learned context
grouping practices
transfer
samples
essay
37. Equivalent number of questions he or she answered correctly
stanines
essay
raw score
criterion - referenced tests
38. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
formative evaluations
Student Teams Achievement Divisions (STAD)
discussion
inquiry model
39. Groups that change as the students' learnng needs change
observation
curriculum chunking
critical thinking
flexible grouping
40. Student must work together to successfully accomplish task
technology
interpersonal skills
behavioral and cognitive objectives
positive interdependence
41. 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 frameworks
anticipatory set
questioning
curriculum chunking
42. Mean = average median = midpoint mode= most common
direct instruction
samples
standard deviation
mean - median - and mode
43. Used for students with memory difficulties or learning disabilties
samples
formative evaluations
nonlinguistic
mnemonics
44. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
anchored instruction
individual and group accontability
play
samples
45. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
rubrics
analytical scoring
anticipatory set
46. Realistic scenarios to consider during simulation
simulations
graphic organizer
emergent curriculum
critical thinking
47. Specific expectations of what a student must know and be able to do
standards
mean - median - and mode
standards - based assessments
Summarizing and Note - taking
48. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
learning centers
curriculum compacting
flexible grouping
49. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
criterion - referenced tests
think - pair - share
validity
Summarizing and Note - taking
50. 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
aptitude tests
interpersonal skills
criterion - referenced tests
Numbered Heads together