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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.
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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. Tool for learning in schools today
Student Teams Achievement Divisions (STAD)
technology
standards - based assessments
assigning home and practice
2. Demonstrate the grade and month of the school year to which a student score can be compared
scaled scores
grade - level equivalent scores
curriculum compacting
stanines
3. In original unaltered form
primary source documents
discovery learning
grouping practices
discussion
4. Student must work together to successfully accomplish task
curriculum frameworks
think - pair - share
positive interdependence
direct instruction
5. Nonlinguistic and linguistic
responses
Knowledge storage
play
individual and group accontability
6. Where the student's score is in comparison to national or local norm
quartiles
content standards
percentile rank
discovery learning
7. Excursions off the main campus to acheive deeper meaning
tiered instruction
questioning
anticipatory set
field trips
8. Based on mathematical transformation of a raw scores
scaled scores
Jigsaw
curriculum compacting
standards
9. Focus on oberservable behaviors and focus on congnitive objectives
technology
transfer
Numbered Heads together
behavioral and cognitive objectives
10. Watching students interactions and learning behaviors
journals
observation
standard deviation
play
11. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
stanines
Summarizing and Note - taking
group processing
12. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
formative evaluations
curriculum frameworks
reciprocal teaching
mastery learning
13. Opportunites to transition from the classroom to the workforce
discovery learning
school - to - work
cues - questions - and advance organizers
self - evaluation
14. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
assigning home and practice
tiered instruction
thematic instruction
15. Extended practice of lesson that is meaninful (time - limit appropriate)
inquiry model
Jigsaw
assigning home and practice
positive interdependence
16. Collection of products that reflect progress in a content area
graphic organizer
portfolio
standard error of measurment
thematic instruction
17. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
achievement tests
discovery learning
tiered instruction
journals
18. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
samples
learning centers
assigning home and practice
inquiry model
19. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
cooperative learning
interdisciplinary instruction
responses
20. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
inquiry model
emergent curriculum
behavioral and cognitive objectives
curriculum compacting
21. Essays - short - answer
thematic instruction
analytical scoring
school - to - work
discovery learning
22. Students working together to solve problems or achieve goals
service learning
technology
cooperative learning
self - evaluation
23. Effective teaching model of lessons
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24. Organizing curriculum around large themes
thematic instruction
percentile rank
curriculum chunking
Essential Nine
25. Standarized tests (used against peer's scores)
norm - referenced tests
Student Teams Achievement Divisions (STAD)
learning centers
behavioral and cognitive objectives
26. Used for students with memory difficulties or learning disabilties
authentic assessments
critical thinking
mnemonics
standards
27. Smaller number of particpants drawn from a total population
samples
analytical scoring
anticipatory set
scaled scores
28. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
generating and testing hypotheses
rubrics
independent study
29. 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
responses
anchored instruction
anecdotal records
positive interdependence
30. Test is found to be valid if it measures what it was designed to measure
anecdotal records
SQ3R
lesson planning
validity
31. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
standards
individual and group accontability
observation
play
32. Extent to which an assessment is consistent with its measures
reliability
learning centers
graphic organizer
norm - referenced tests
33. 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
grouping practices
generating and testing hypotheses
quartiles
summative evalutations
34. Written work that makes connections between new and previously learned context
essay
scaled scores
positive interaction
validity
35. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
behavioral and cognitive objectives
journals
independent study
thematic instruction
36. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
service learning
discovery learning
differentiated instruction
holistic scoring
37. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
individual and group accontability
reinforcing effort/providing recognition
summative evalutations
discovery learning
38. 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
quartiles
Jigsaw
content standards
learning centers
39. Scoring guide used in assessments
interdisciplinary instruction
group processing
summative evalutations
rubrics
40. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
cues - questions - and advance organizers
double - entry page
project - based learning
graphic organizer
41. Realistic scenarios to consider during simulation
individual and group accontability
simulations
critical thinking
responses
42. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
behavioral and cognitive objectives
standard deviation
anecdotal records
standards
43. Combines service to the community with learning inside and outside the classroom
service learning
achievement tests
discussion
percentile rank
44. Interaction that promotes face - to - face or individual interaction and relationships
setting objectives and providing feedback
positive interaction
thematic instruction
transfer
45. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
raw score
norm - referenced tests
play
thematic instruction
46. Responding to a wide range of abilities present in the classroom
standard deviation
differentiated instruction
Student Teams Achievement Divisions (STAD)
tiered instruction
47. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
questioning
anecdotal records
linguistic
48. 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
curriculum compacting
linguistic
setting objectives and providing feedback
positive interdependence
49. Given before teaching so teachers understand areas of weaknesses
samples
reinforcing effort/providing recognition
analytical scoring
diagnostic evaluations
50. Groups that change as the students' learnng needs change
standards
cues - questions - and advance organizers
flexible grouping
graphic organizer
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