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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. What the student feels is his or her area of weakness or strength






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






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






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






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






6. 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






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






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






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






10. Essays - short - answer






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






12. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






13. Student must work together to successfully accomplish task






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






15. Combines service to the community with learning inside and outside the classroom






16. Students work as a class to read - discuss - or solve problem (don't use all the time)






17. 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






18. Equivalent number of questions he or she answered correctly






19. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






20. Teacher/student discussion to improve comprehension






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






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






23. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






24. 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






25. Excursions off the main campus to acheive deeper meaning






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






27. Where the student's score is in comparison to national or local norm






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






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






30. 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)






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






32. Collection of products that reflect progress in a content area






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






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






35. Based on mathematical transformation of a raw scores






36. Opportunites to transition from the classroom to the workforce






37. 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






38. Grade - level expectations or mastery (teacher - made or textbood made exam)






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






40. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






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






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






43. In original unaltered form






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






45. Students working together to solve problems or achieve goals






46. Focus on oberservable behaviors and focus on congnitive objectives






47. 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






48. Standardized tests desired to measure ability to develop or acquire skills and knowledge






49. 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






50. 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