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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. 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
observation
SQ3R
anchored instruction
project - based learning
2. Specific expectations of what a student must know and be able to do
self - evaluation
rubrics
standards
percentile rank
3. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle
standard error of measurment
differentiated instruction
reinforcing effort/providing recognition
project - based learning
4. Mean = average median = midpoint mode= most common
Essential Nine
interpersonal skills
raw score
mean - median - and mode
5. Reading or hearing
demonstrations
stanines
curriculum compacting
linguistic
6. 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
standards
anchored instruction
questioning
stanines
7. Focus on oberservable behaviors and focus on congnitive objectives
diagnostic evaluations
field trips
behavioral and cognitive objectives
cooperative learning
8. Collection of products that reflect progress in a content area
portfolio
mean - median - and mode
Knowledge storage
Summarizing and Note - taking
9. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
mastery learning
summative evalutations
portfolio
self - evaluation
10. 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)
analytical scoring
responses
setting objectives and providing feedback
graphic organizer
11. Develop the response
norm - referenced tests
authentic assessments
project - based learning
anecdotal records
12. Grade - level expectations or mastery (teacher - made or textbood made exam)
criterion - referenced tests
standard deviation
Numbered Heads together
anticipatory set
13. Extent to which an assessment is consistent with its measures
performance assessments
reliability
Numbered Heads together
diagnostic evaluations
14. Equivalent number of questions he or she answered correctly
summative evalutations
independent study
assigning home and practice
raw score
15. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
mnemonics
cooperative learning
curriculum frameworks
discovery learning
16. Extended practice of lesson that is meaninful (time - limit appropriate)
performance standards
lesson planning
assigning home and practice
curriculum chunking
17. Measure a student's knowledge or proficiency in something that has been learned
responses
behavioral and cognitive objectives
achievement tests
standards
18. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
inquiry model
transfer
journals
positive interaction
19. Combines service to the community with learning inside and outside the classroom
diagnostic evaluations
samples
nonlinguistic
service learning
20. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
cues - questions - and advance organizers
tiered instruction
think - pair - share
SQ3R
21. Given before teaching so teachers understand areas of weaknesses
graphic organizer
diagnostic evaluations
standard deviation
cooperative learning
22. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
anecdotal records
lesson planning
authentic assessments
reliability
23. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
reciprocal teaching
group processing
discussion
think - pair - share
24. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
direct instruction
think - pair - share
performance assessments
transfer
25. Scoring guide used in assessments
interdisciplinary instruction
content standards
SQ3R
rubrics
26. 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
holistic scoring
positive interaction
anticipatory set
portfolio
27. Watching students interactions and learning behaviors
samples
observation
aptitude tests
content standards
28. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
anchored instruction
discovery learning
norm - referenced tests
standard deviation
29. Instructional strategies suggested by researchers that improve achievement across the content area
questioning
content standards
performance assessments
Essential Nine
30. Effective teaching model of lessons
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31. In original unaltered form
essay
standards - based assessments
school - to - work
primary source documents
32. Measures student progress toward meeting goals based on local - state - and/or national goals
behavioral and cognitive objectives
standards - based assessments
school - to - work
think - pair - share
33. Groups that change as the students' learnng needs change
critical thinking
tiered instruction
SQ3R
flexible grouping
34. Showing a student what something is or how to do something
diagnostic evaluations
quartiles
demonstrations
discovery learning
35. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
quartiles
stanines
self - evaluation
journals
36. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
generating and testing hypotheses
formative evaluations
project - based learning
flexible grouping
37. Oral - written - or through visual performance
analytical scoring
anticipatory set
linguistic
responses
38. Deciding what to believe or what to do
Summarizing and Note - taking
critical thinking
curriculum frameworks
tiered instruction
39. Student must perform a task or generate his or her own response during assessment
differentiated instruction
cues - questions - and advance organizers
SQ3R
performance assessments
40. Where the student's score is in comparison to national or local norm
percentile rank
discovery learning
demonstrations
assigning home and practice
41. Set the level of performance expectation for students; set at state level
performance standards
questioning
Jigsaw
content standards
42. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
service learning
group processing
responses
43. Students working together to solve problems or achieve goals
cooperative learning
independent study
curriculum compacting
validity
44. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
journals
play
individual and group accontability
authentic assessments
45. 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
reliability
self - evaluation
curriculum chunking
holistic scoring
46. Interaction that promotes face - to - face or individual interaction and relationships
direct instruction
positive interaction
Hunter's Model
thematic instruction
47. 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)
scaled scores
grouping practices
anchored instruction
nonlinguistic
48. What the student feels is his or her area of weakness or strength
Essential Nine
service learning
self - evaluation
lesson planning
49. Standardized tests desired to measure ability to develop or acquire skills and knowledge
aptitude tests
reciprocal teaching
cues - questions - and advance organizers
transfer
50. Excursions off the main campus to acheive deeper meaning
mnemonics
Student Teams Achievement Divisions (STAD)
learning centers
field trips