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






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






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






4. 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






5. Instructional strategies suggested by researchers that improve achievement across the content area






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






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






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






9. Essays - short - answer






10. Interaction that promotes face - to - face or individual interaction and relationships






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






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






13. Tool for learning in schools today






14. Extended practice of lesson that is meaninful (time - limit appropriate)






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






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






17. Combining information from two or more content areas (English and history)






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






19. Interests of the children (early childhood - based)






20. 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)






21. Opportunites to transition from the classroom to the workforce






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






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






24. Visual - kinesthetic - whole body






25. Set the level of performance expectation for students; set at state level






26. Reading or hearing






27. 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






28. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






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






30. Watching students interactions and learning behaviors






31. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment






32. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






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






34. Written work that makes connections between new and previously learned context






35. Develop the response






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






37. 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






38. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






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






40. Teacher/student discussion to improve comprehension






41. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






42. Effective teaching model of lessons

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






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






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






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






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






48. Students working together to solve problems or achieve goals






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






50. Realistic scenarios to consider during simulation