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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. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
curriculum frameworks
standard deviation
grade - level equivalent scores
reinforcing effort/providing recognition
2. Combining information from two or more content areas (English and history)
positive interaction
thematic instruction
mastery learning
interdisciplinary instruction
3. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
transfer
think - pair - share
raw score
Numbered Heads together
4. Small groups or pairs to solve a problem or learn more about topic
curriculum compacting
direct instruction
standards
project - based learning
5. Oral - written - or through visual performance
nonlinguistic
performance assessments
discovery learning
responses
6. Written work that makes connections between new and previously learned context
essay
curriculum chunking
achievement tests
content standards
7. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
discovery learning
standards
raw score
summative evalutations
8. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
raw score
discovery learning
discussion
transfer
9. Deciding what to believe or what to do
cooperative learning
anchored instruction
positive interdependence
critical thinking
10. Specific expectations of what a student must know and be able to do
anticipatory set
Summarizing and Note - taking
standards
reciprocal teaching
11. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
lesson planning
anticipatory set
independent study
responses
12. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
performance assessments
reliability
service learning
13. Student must work together to successfully accomplish task
positive interdependence
self - evaluation
reciprocal teaching
mean - median - and mode
14. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
analytical scoring
flexible grouping
formative evaluations
Numbered Heads together
15. Interaction that promotes face - to - face or individual interaction and relationships
discussion
curriculum frameworks
stanines
positive interaction
16. Demonstrate the grade and month of the school year to which a student score can be compared
flexible grouping
grade - level equivalent scores
journals
setting objectives and providing feedback
17. 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
SQ3R
service learning
school - to - work
grouping practices
18. Double - entry page - graphic organziers - and SQ3R
independent study
individual and group accontability
setting objectives and providing feedback
Summarizing and Note - taking
19. Measures student progress toward meeting goals based on local - state - and/or national goals
standards - based assessments
aptitude tests
behavioral and cognitive objectives
Numbered Heads together
20. Showing a student what something is or how to do something
observation
grade - level equivalent scores
curriculum chunking
demonstrations
21. Collection of products that reflect progress in a content area
school - to - work
formative evaluations
raw score
portfolio
22. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
formative evaluations
cooperative learning
anecdotal records
technology
23. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
self - evaluation
lesson planning
Summarizing and Note - taking
holistic scoring
24. 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
assigning home and practice
curriculum compacting
grouping practices
setting objectives and providing feedback
25. Excursions off the main campus to acheive deeper meaning
samples
summative evalutations
field trips
interdisciplinary instruction
26. 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)
grouping practices
generating and testing hypotheses
curriculum frameworks
positive interaction
27. Responding to a wide range of abilities present in the classroom
field trips
positive interaction
performance assessments
differentiated instruction
28. Extended practice of lesson that is meaninful (time - limit appropriate)
setting objectives and providing feedback
achievement tests
lesson planning
assigning home and practice
29. Students must be taught and learn to use teamwork and positive social skills when working with others
formative evaluations
Summarizing and Note - taking
interpersonal skills
standards - based assessments
30. 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
analytical scoring
anticipatory set
lesson planning
inquiry model
31. 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)
aptitude tests
critical thinking
assigning home and practice
questioning
32. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
validity
grade - level equivalent scores
questioning
curriculum frameworks
33. Test is found to be valid if it measures what it was designed to measure
essay
validity
Essential Nine
primary source documents
34. Grade - level expectations or mastery (teacher - made or textbood made exam)
journals
Student Teams Achievement Divisions (STAD)
criterion - referenced tests
generating and testing hypotheses
35. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
authentic assessments
portfolio
individual and group accontability
simulations
36. Teacher/student discussion to improve comprehension
reciprocal teaching
school - to - work
grade - level equivalent scores
assigning home and practice
37. Student must perform a task or generate his or her own response during assessment
discovery learning
reliability
performance assessments
grade - level equivalent scores
38. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
double - entry page
flexible grouping
positive interdependence
performance assessments
39. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
SQ3R
formative evaluations
think - pair - share
group processing
40. Given before teaching so teachers understand areas of weaknesses
positive interdependence
double - entry page
Knowledge storage
diagnostic evaluations
41. 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
curriculum chunking
technology
flexible grouping
formative evaluations
42. Groups that change as the students' learnng needs change
Identifying similarities and differences
learning centers
grade - level equivalent scores
flexible grouping
43. Develop the response
essay
authentic assessments
anticipatory set
raw score
44. Standarized tests (used against peer's scores)
questioning
norm - referenced tests
nonlinguistic
summative evalutations
45. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
graphic organizer
curriculum compacting
primary source documents
portfolio
46. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
demonstrations
performance assessments
standard deviation
discussion
47. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
flexible grouping
inquiry model
anecdotal records
individual and group accontability
48. Provides expectations for the knowlege stduents must demonstrate in specific content areas
interpersonal skills
content standards
demonstrations
lesson planning
49. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
curriculum frameworks
aptitude tests
play
lesson planning
50. Nonlinguistic and linguistic
thematic instruction
stanines
scaled scores
Knowledge storage
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