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






2. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






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






4. 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






5. Demonstrate the grade and month of the school year to which a student score can be compared






6. 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






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






8. Nonlinguistic and linguistic






9. Focus on oberservable behaviors and focus on congnitive objectives






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






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






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






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






14. Essays - short - answer






15. Responding to a wide range of abilities present in the classroom






16. Opportunites to transition from the classroom to the workforce






17. Deciding what to believe or what to do






18. 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)






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






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






21. Reading or hearing






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






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






24. Mean = average median = midpoint mode= most common






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






26. Used for students with memory difficulties or learning disabilties






27. Equivalent number of questions he or she answered correctly






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






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






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






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






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






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






34. Teacher/student discussion to improve comprehension






35. Double - entry page - graphic organziers - and SQ3R






36. Specific expectations of what a student must know and be able to do






37. 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






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






39. Given before teaching so teachers understand areas of weaknesses






40. Based on mathematical transformation of a raw scores






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






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






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. In original unaltered form






45. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






46. Excursions off the main campus to acheive deeper meaning






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






48. 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






49. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






50. Tool for learning in schools today