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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. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






2. Visual - kinesthetic - whole body






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






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






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






6. Watching students interactions and learning behaviors






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






8. Equivalent number of questions he or she answered correctly






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






10. Realistic scenarios to consider during simulation






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






12. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






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






14. Given before teaching so teachers understand areas of weaknesses






15. Teacher/student discussion to improve comprehension






16. Nonlinguistic and linguistic






17. 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)






18. Excursions off the main campus to acheive deeper meaning






19. Opportunites to transition from the classroom to the workforce






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






21. Groups that change as the students' learnng needs change






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






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






24. Measure a student's knowledge or proficiency in something that has been learned






25. Small groups or pairs to solve a problem or learn more about topic






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






27. 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)






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






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






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






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






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






33. Home team - each student is then given a number - each student joins others with same number to become expert - home team comes together to teach others the lesson he/she learned






34. Smaller number of particpants drawn from a total population






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






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






37. Mean = average median = midpoint mode= most common






38. 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






39. Focus on oberservable behaviors and focus on congnitive objectives






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






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






42. 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






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






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






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






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






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






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






49. Develop the response






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