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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. Student must work together to successfully accomplish task






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






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






4. Nonlinguistic and linguistic






5. Teacher/student discussion to improve comprehension






6. 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






7. 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






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






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






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






11. 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






12. 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






13. Oral - written - or through visual performance






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






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






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






17. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction






18. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






19. Tool for learning in schools today






20. 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)






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






22. 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






23. Scoring guide used in assessments






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






25. Excursions off the main campus to acheive deeper meaning






26. Showing a student what something is or how to do something






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






28. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






29. In original unaltered form






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






31. Measures student progress toward meeting goals based on local - state - and/or national goals






32. 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






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






34. 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)






35. Deciding what to believe or what to do






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






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






38. Provides expectations for the knowlege stduents must demonstrate in specific content areas






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






40. Set the level of performance expectation for students; set at state level






41. Test is found to be valid if it measures what it was designed to measure






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






43. 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






44. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






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






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






47. Watching students interactions and learning behaviors






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






49. 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






50. Develop the response