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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. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
self - evaluation
stanines
transfer
project - based learning
2. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
standard deviation
curriculum chunking
think - pair - share
individual and group accontability
3. Smaller number of particpants drawn from a total population
responses
SQ3R
mnemonics
samples
4. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
individual and group accontability
reciprocal teaching
Essential Nine
anchored instruction
5. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
criterion - referenced tests
inquiry model
cooperative learning
6. Specific expectations of what a student must know and be able to do
journals
double - entry page
aptitude tests
standards
7. Combines service to the community with learning inside and outside the classroom
positive interaction
self - evaluation
primary source documents
service learning
8. 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
Jigsaw
performance standards
holistic scoring
reinforcing effort/providing recognition
9. Collection of products that reflect progress in a content area
responses
primary source documents
Student Teams Achievement Divisions (STAD)
portfolio
10. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
grouping practices
anecdotal records
emergent curriculum
Knowledge storage
11. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
anchored instruction
discovery learning
scaled scores
mnemonics
12. Combining information from two or more content areas (English and history)
curriculum frameworks
grouping practices
cues - questions - and advance organizers
interdisciplinary instruction
13. 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
critical thinking
anchored instruction
learning centers
reliability
14. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
think - pair - share
norm - referenced tests
performance standards
standards - based assessments
15. Test is found to be valid if it measures what it was designed to measure
validity
behavioral and cognitive objectives
nonlinguistic
simulations
16. 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
questioning
differentiated instruction
raw score
SQ3R
17. Small groups or pairs to solve a problem or learn more about topic
self - evaluation
standard deviation
anticipatory set
project - based learning
18. Nonlinguistic and linguistic
Knowledge storage
responses
mnemonics
learning centers
19. Tool for learning in schools today
double - entry page
technology
mnemonics
grade - level equivalent scores
20. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
samples
flexible grouping
primary source documents
inquiry model
21. Excursions off the main campus to acheive deeper meaning
validity
anecdotal records
field trips
grouping practices
22. Where the student's score is in comparison to national or local norm
mastery learning
diagnostic evaluations
percentile rank
Knowledge storage
23. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
authentic assessments
quartiles
graphic organizer
positive interdependence
24. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
discovery learning
journals
scaled scores
flexible grouping
25. Instructional strategies suggested by researchers that improve achievement across the content area
Identifying similarities and differences
Essential Nine
standard error of measurment
direct instruction
26. Measures student progress toward meeting goals based on local - state - and/or national goals
double - entry page
norm - referenced tests
Numbered Heads together
standards - based assessments
27. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
questioning
think - pair - share
holistic scoring
assigning home and practice
28. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
school - to - work
anticipatory set
norm - referenced tests
group processing
29. Standarized tests (used against peer's scores)
standards
critical thinking
Student Teams Achievement Divisions (STAD)
norm - referenced tests
30. 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
direct instruction
rubrics
Summarizing and Note - taking
generating and testing hypotheses
31. Student must perform a task or generate his or her own response during assessment
performance assessments
setting objectives and providing feedback
mean - median - and mode
performance standards
32. Demonstrate the grade and month of the school year to which a student score can be compared
interpersonal skills
grade - level equivalent scores
content standards
Summarizing and Note - taking
33. Set the level of performance expectation for students; set at state level
performance standards
emergent curriculum
journals
simulations
34. Measure a student's knowledge or proficiency in something that has been learned
achievement tests
emergent curriculum
primary source documents
simulations
35. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
transfer
diagnostic evaluations
formative evaluations
responses
36. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
Identifying similarities and differences
primary source documents
stanines
standard deviation
37. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
holistic scoring
summative evalutations
rubrics
mastery learning
38. Showing a student what something is or how to do something
school - to - work
generating and testing hypotheses
demonstrations
interpersonal skills
39. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
percentile rank
reciprocal teaching
reliability
direct instruction
40. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
tiered instruction
project - based learning
learning centers
portfolio
41. Extended practice of lesson that is meaninful (time - limit appropriate)
assigning home and practice
school - to - work
percentile rank
Essential Nine
42. 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)
Numbered Heads together
Knowledge storage
interpersonal skills
grouping practices
43. Scoring guide used in assessments
group processing
content standards
rubrics
performance assessments
44. 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
direct instruction
curriculum chunking
formative evaluations
group processing
45. 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
authentic assessments
primary source documents
questioning
46. Responding to a wide range of abilities present in the classroom
Numbered Heads together
service learning
differentiated instruction
SQ3R
47. Teacher/student discussion to improve comprehension
thematic instruction
lesson planning
assigning home and practice
reciprocal teaching
48. Focus on oberservable behaviors and focus on congnitive objectives
mnemonics
reinforcing effort/providing recognition
behavioral and cognitive objectives
scaled scores
49. Essays - short - answer
group processing
Identifying similarities and differences
analytical scoring
standard error of measurment
50. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
emergent curriculum
reinforcing effort/providing recognition
discussion
journals