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






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






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






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






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






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






7. Equivalent number of questions he or she answered correctly






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






9. 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






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






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






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






13. Scoring guide used in assessments






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






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






16. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question






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






18. Students working together to solve problems or achieve goals






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






20. Reading or hearing






21. Excursions off the main campus to acheive deeper meaning






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






23. Visual - kinesthetic - whole body






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






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






26. 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)






27. Deciding what to believe or what to do






28. Student must work together to successfully accomplish task






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






30. Effective teaching model of lessons


31. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






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






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






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






35. Teacher/student discussion to improve comprehension






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






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






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






39. 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






40. Organizing curriculum around large themes






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






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






43. Given before teaching so teachers understand areas of weaknesses






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






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






46. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






47. 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






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






49. Focus on oberservable behaviors and focus on congnitive objectives






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