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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. Essays - short - answer
service learning
self - evaluation
analytical scoring
interdisciplinary instruction
2. Standarized tests (used against peer's scores)
SQ3R
graphic organizer
interpersonal skills
norm - referenced tests
3. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
self - evaluation
curriculum chunking
discovery learning
curriculum frameworks
4. Student must work together to successfully accomplish task
aptitude tests
positive interdependence
Identifying similarities and differences
field trips
5. 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)
performance standards
curriculum frameworks
questioning
reciprocal teaching
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
anticipatory set
whole - group instrcution
learning centers
standards
7. Students must be taught and learn to use teamwork and positive social skills when working with others
samples
reliability
achievement tests
interpersonal skills
8. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
flexible grouping
lesson planning
grouping practices
rubrics
9. Where the student's score is in comparison to national or local norm
field trips
percentile rank
samples
content standards
10. 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
generating and testing hypotheses
independent study
positive interdependence
formative evaluations
11. Effective teaching model of lessons
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12. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
thematic instruction
portfolio
individual and group accontability
Identifying similarities and differences
13. Based on mathematical transformation of a raw scores
scaled scores
percentile rank
generating and testing hypotheses
quartiles
14. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
rubrics
positive interaction
assigning home and practice
mastery learning
15. Nonlinguistic and linguistic
Knowledge storage
school - to - work
reliability
simulations
16. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
play
anecdotal records
summative evalutations
stanines
17. Test is found to be valid if it measures what it was designed to measure
primary source documents
self - evaluation
criterion - referenced tests
validity
18. Watching students interactions and learning behaviors
observation
field trips
Identifying similarities and differences
Jigsaw
19. Equivalent number of questions he or she answered correctly
achievement tests
assigning home and practice
raw score
Student Teams Achievement Divisions (STAD)
20. Combining information from two or more content areas (English and history)
formative evaluations
interdisciplinary instruction
learning centers
nonlinguistic
21. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
flexible grouping
criterion - referenced tests
norm - referenced tests
inquiry model
22. Groups that change as the students' learnng needs change
cooperative learning
curriculum frameworks
curriculum chunking
flexible grouping
23. Teacher/student discussion to improve comprehension
anticipatory set
reinforcing effort/providing recognition
primary source documents
reciprocal teaching
24. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
simulations
mastery learning
performance standards
standard error of measurment
25. 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
individual and group accontability
essay
curriculum compacting
direct instruction
26. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
linguistic
formative evaluations
thematic instruction
27. Mean = average median = midpoint mode= most common
mean - median - and mode
Hunter's Model
setting objectives and providing feedback
simulations
28. Small groups or pairs to solve a problem or learn more about topic
stanines
differentiated instruction
project - based learning
questioning
29. Teacher offers same core content to each student but provides varying levels of support for students
reciprocal teaching
tiered instruction
curriculum chunking
journals
30. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
curriculum compacting
validity
grade - level equivalent scores
31. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
percentile rank
Student Teams Achievement Divisions (STAD)
journals
discovery learning
32. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
reliability
transfer
Summarizing and Note - taking
positive interaction
33. 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
assigning home and practice
curriculum chunking
service learning
nonlinguistic
34. Extended practice of lesson that is meaninful (time - limit appropriate)
reliability
curriculum chunking
assigning home and practice
essay
35. Focus on oberservable behaviors and focus on congnitive objectives
assigning home and practice
behavioral and cognitive objectives
individual and group accontability
Knowledge storage
36. 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
reciprocal teaching
discovery learning
SQ3R
content standards
37. 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)
formative evaluations
aptitude tests
Knowledge storage
grouping practices
38. Double - entry page - graphic organziers - and SQ3R
behavioral and cognitive objectives
Summarizing and Note - taking
achievement tests
raw score
39. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
setting objectives and providing feedback
project - based learning
curriculum frameworks
think - pair - share
40. Interests of the children (early childhood - based)
independent study
emergent curriculum
grade - level equivalent scores
Numbered Heads together
41. Develop the response
samples
positive interdependence
mean - median - and mode
authentic assessments
42. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
discussion
content standards
learning centers
group processing
43. Instructional strategies suggested by researchers that improve achievement across the content area
behavioral and cognitive objectives
Essential Nine
school - to - work
direct instruction
44. Used for students with memory difficulties or learning disabilties
quartiles
primary source documents
standards - based assessments
mnemonics
45. 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
analytical scoring
anchored instruction
critical thinking
criterion - referenced tests
46. 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
individual and group accontability
responses
technology
Numbered Heads together
47. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
curriculum frameworks
differentiated instruction
independent study
graphic organizer
48. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
norm - referenced tests
individual and group accontability
standard error of measurment
analytical scoring
49. Interaction that promotes face - to - face or individual interaction and relationships
primary source documents
anchored instruction
simulations
positive interaction
50. Demonstrate the grade and month of the school year to which a student score can be compared
Hunter's Model
Jigsaw
percentile rank
grade - level equivalent scores