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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. Develop the response
curriculum frameworks
independent study
authentic assessments
thematic instruction
2. Scoring guide used in assessments
reinforcing effort/providing recognition
tiered instruction
rubrics
samples
3. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
Numbered Heads together
independent study
thematic instruction
anecdotal records
4. Excursions off the main campus to acheive deeper meaning
linguistic
reliability
think - pair - share
field trips
5. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
lesson planning
discussion
grade - level equivalent scores
inquiry model
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
Knowledge storage
graphic organizer
performance standards
SQ3R
7. 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
diagnostic evaluations
cooperative learning
curriculum chunking
Summarizing and Note - taking
8. Set the level of performance expectation for students; set at state level
scaled scores
performance standards
cues - questions - and advance organizers
journals
9. Essays - short - answer
portfolio
scaled scores
analytical scoring
criterion - referenced tests
10. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
linguistic
essay
individual and group accontability
standard deviation
11. Student must perform a task or generate his or her own response during assessment
emergent curriculum
discussion
performance assessments
simulations
12. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
behavioral and cognitive objectives
play
reciprocal teaching
13. Standarized tests (used against peer's scores)
reliability
norm - referenced tests
Identifying similarities and differences
rubrics
14. Teacher offers same core content to each student but provides varying levels of support for students
tiered instruction
diagnostic evaluations
grade - level equivalent scores
percentile rank
15. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
curriculum frameworks
standards - based assessments
norm - referenced tests
scaled scores
16. Combining information from two or more content areas (English and history)
Essential Nine
graphic organizer
interdisciplinary instruction
stanines
17. Nonlinguistic and linguistic
samples
norm - referenced tests
Knowledge storage
positive interdependence
18. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
holistic scoring
observation
group processing
mastery learning
19. Extended practice of lesson that is meaninful (time - limit appropriate)
learning centers
assigning home and practice
curriculum frameworks
independent study
20. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
discovery learning
journals
inquiry model
graphic organizer
21. Groups that change as the students' learnng needs change
learning centers
diagnostic evaluations
discussion
flexible grouping
22. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
criterion - referenced tests
standard deviation
aptitude tests
behavioral and cognitive objectives
23. Visual - kinesthetic - whole body
learning centers
behavioral and cognitive objectives
nonlinguistic
authentic assessments
24. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
differentiated instruction
mnemonics
learning centers
curriculum chunking
25. Combines service to the community with learning inside and outside the classroom
thematic instruction
standards
service learning
norm - referenced tests
26. Grade - level expectations or mastery (teacher - made or textbood made exam)
Student Teams Achievement Divisions (STAD)
criterion - referenced tests
thematic instruction
discussion
27. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
Numbered Heads together
inquiry model
transfer
primary source documents
28. Used for students with memory difficulties or learning disabilties
reinforcing effort/providing recognition
mnemonics
independent study
Jigsaw
29. 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
Jigsaw
technology
Summarizing and Note - taking
play
30. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
authentic assessments
aptitude tests
reinforcing effort/providing recognition
anchored instruction
31. 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
tiered instruction
self - evaluation
quartiles
anchored instruction
32. Students working together to solve problems or achieve goals
summative evalutations
cooperative learning
play
observation
33. 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)
criterion - referenced tests
setting objectives and providing feedback
project - based learning
performance standards
34. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
generating and testing hypotheses
Student Teams Achievement Divisions (STAD)
direct instruction
graphic organizer
35. Interaction that promotes face - to - face or individual interaction and relationships
demonstrations
Summarizing and Note - taking
positive interaction
differentiated instruction
36. Realistic scenarios to consider during simulation
Identifying similarities and differences
cues - questions - and advance organizers
simulations
behavioral and cognitive objectives
37. Tool for learning in schools today
aptitude tests
transfer
technology
authentic assessments
38. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
technology
behavioral and cognitive objectives
anticipatory set
39. Based on mathematical transformation of a raw scores
individual and group accontability
journals
scaled scores
behavioral and cognitive objectives
40. Students must be taught and learn to use teamwork and positive social skills when working with others
simulations
grouping practices
interpersonal skills
diagnostic evaluations
41. Collection of products that reflect progress in a content area
portfolio
achievement tests
anecdotal records
journals
42. Small groups or pairs to solve a problem or learn more about topic
interpersonal skills
project - based learning
whole - group instrcution
holistic scoring
43. Where the student's score is in comparison to national or local norm
technology
percentile rank
curriculum frameworks
interpersonal skills
44. Measure a student's knowledge or proficiency in something that has been learned
raw score
positive interaction
achievement tests
Essential Nine
45. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
cues - questions - and advance organizers
interpersonal skills
Student Teams Achievement Divisions (STAD)
Hunter's Model
46. 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)
questioning
performance standards
positive interdependence
group processing
47. Equivalent number of questions he or she answered correctly
Student Teams Achievement Divisions (STAD)
cues - questions - and advance organizers
performance standards
raw score
48. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
whole - group instrcution
summative evalutations
Summarizing and Note - taking
norm - referenced tests
49. 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
critical thinking
generating and testing hypotheses
responses
stanines
50. Showing a student what something is or how to do something
lesson planning
demonstrations
whole - group instrcution
nonlinguistic