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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. Double - entry page - graphic organziers - and SQ3R






2. Used for students with memory difficulties or learning disabilties






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






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






5. Watching students interactions and learning behaviors






6. Focus on oberservable behaviors and focus on congnitive objectives






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






8. Interaction that promotes face - to - face or individual interaction and relationships






9. In original unaltered form






10. 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






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






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






13. Standarized tests (used against peer's scores)






14. Students work as a class to read - discuss - or solve problem (don't use all the time)






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






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






17. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






18. 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






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






20. Instructional strategies suggested by researchers that improve achievement across the content area






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






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






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






25. Combines service to the community with learning inside and outside the classroom






26. Students must be taught and learn to use teamwork and positive social skills when working with others






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






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






29. Teacher/student discussion to improve comprehension






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






31. Student must work together to successfully accomplish task






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






33. Given before teaching so teachers understand areas of weaknesses






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






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






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






37. Reading or hearing






38. Realistic scenarios to consider during simulation






39. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information






40. Visual - kinesthetic - whole body






41. 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)






42. Where the student's score is in comparison to national or local norm






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






44. Students working together to solve problems or achieve goals






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






46. 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






47. Excursions off the main campus to acheive deeper meaning






48. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






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






50. Smaller number of particpants drawn from a total population