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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. Based on mathematical transformation of a raw scores
scaled scores
Hunter's Model
summative evalutations
content standards
2. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
inquiry model
Hunter's Model
standard error of measurment
field trips
3. Focus on oberservable behaviors and focus on congnitive objectives
observation
mastery learning
behavioral and cognitive objectives
anchored instruction
4. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
aptitude tests
Knowledge storage
double - entry page
discussion
5. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
mean - median - and mode
service learning
samples
6. Given before teaching so teachers understand areas of weaknesses
behavioral and cognitive objectives
diagnostic evaluations
critical thinking
curriculum frameworks
7. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
curriculum frameworks
portfolio
independent study
play
8. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
double - entry page
grade - level equivalent scores
discovery learning
holistic scoring
9. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
generating and testing hypotheses
formative evaluations
reliability
mastery learning
10. In original unaltered form
cues - questions - and advance organizers
percentile rank
primary source documents
Essential Nine
11. 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
summative evalutations
formative evaluations
grouping practices
12. Interests of the children (early childhood - based)
emergent curriculum
positive interdependence
quartiles
double - entry page
13. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
generating and testing hypotheses
play
content standards
transfer
14. Set the level of performance expectation for students; set at state level
performance standards
tiered instruction
formative evaluations
scaled scores
15. Grade - level expectations or mastery (teacher - made or textbood made exam)
linguistic
criterion - referenced tests
analytical scoring
responses
16. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
reciprocal teaching
graphic organizer
transfer
criterion - referenced tests
17. Double - entry page - graphic organziers - and SQ3R
Summarizing and Note - taking
generating and testing hypotheses
raw score
positive interaction
18. Extended practice of lesson that is meaninful (time - limit appropriate)
self - evaluation
assigning home and practice
transfer
setting objectives and providing feedback
19. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
Hunter's Model
play
curriculum compacting
holistic scoring
20. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
Essential Nine
positive interdependence
service learning
21. Deciding what to believe or what to do
inquiry model
critical thinking
positive interaction
mean - median - and mode
22. Equivalent number of questions he or she answered correctly
quartiles
raw score
self - evaluation
whole - group instrcution
23. Realistic scenarios to consider during simulation
Identifying similarities and differences
simulations
behavioral and cognitive objectives
summative evalutations
24. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
rubrics
formative evaluations
group processing
cues - questions - and advance organizers
25. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
discussion
differentiated instruction
self - evaluation
anecdotal records
26. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
Summarizing and Note - taking
transfer
simulations
mnemonics
27. 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
cues - questions - and advance organizers
project - based learning
inquiry model
Numbered Heads together
28. 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
criterion - referenced tests
raw score
anchored instruction
learning centers
29. Oral - written - or through visual performance
play
differentiated instruction
group processing
responses
30. Standardized tests desired to measure ability to develop or acquire skills and knowledge
think - pair - share
emergent curriculum
aptitude tests
interdisciplinary instruction
31. 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)
questioning
portfolio
essay
setting objectives and providing feedback
32. Test is found to be valid if it measures what it was designed to measure
validity
technology
samples
nonlinguistic
33. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
quartiles
individual and group accontability
play
Numbered Heads together
34. Opportunites to transition from the classroom to the workforce
think - pair - share
authentic assessments
school - to - work
aptitude tests
35. Showing a student what something is or how to do something
demonstrations
standard error of measurment
validity
positive interdependence
36. Combining information from two or more content areas (English and history)
learning centers
double - entry page
interdisciplinary instruction
Jigsaw
37. Student must perform a task or generate his or her own response during assessment
performance assessments
grouping practices
play
rubrics
38. Mean = average median = midpoint mode= most common
standards
mean - median - and mode
cues - questions - and advance organizers
setting objectives and providing feedback
39. 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
mastery learning
achievement tests
curriculum compacting
essay
40. Watching students interactions and learning behaviors
self - evaluation
aptitude tests
observation
play
41. Students must be taught and learn to use teamwork and positive social skills when working with others
content standards
interpersonal skills
observation
cooperative learning
42. Demonstrate the grade and month of the school year to which a student score can be compared
authentic assessments
grade - level equivalent scores
field trips
play
43. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
critical thinking
stanines
discussion
standard deviation
44. Instructional strategies suggested by researchers that improve achievement across the content area
reliability
Essential Nine
observation
positive interaction
45. Effective teaching model of lessons
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46. Teacher offers same core content to each student but provides varying levels of support for students
responses
curriculum compacting
validity
tiered instruction
47. Small groups or pairs to solve a problem or learn more about topic
setting objectives and providing feedback
reinforcing effort/providing recognition
project - based learning
school - to - work
48. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
school - to - work
Numbered Heads together
curriculum chunking
49. Students working together to solve problems or achieve goals
cooperative learning
curriculum compacting
self - evaluation
reliability
50. What the student feels is his or her area of weakness or strength
aptitude tests
standard deviation
performance assessments
self - evaluation