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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. Groups that change as the students' learnng needs change
transfer
observation
flexible grouping
Essential Nine
2. Opportunites to transition from the classroom to the workforce
emergent curriculum
Essential Nine
reinforcing effort/providing recognition
school - to - work
3. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
self - evaluation
simulations
double - entry page
Hunter's Model
4. 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)
demonstrations
lesson planning
setting objectives and providing feedback
direct instruction
5. Measures student progress toward meeting goals based on local - state - and/or national goals
graphic organizer
double - entry page
curriculum compacting
standards - based assessments
6. Scoring guide used in assessments
interpersonal skills
rubrics
learning centers
self - evaluation
7. Demonstrate the grade and month of the school year to which a student score can be compared
grade - level equivalent scores
standards - based assessments
play
assigning home and practice
8. Specific expectations of what a student must know and be able to do
linguistic
curriculum compacting
samples
standards
9. 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
independent study
transfer
summative evalutations
Jigsaw
10. Student must work together to successfully accomplish task
essay
curriculum frameworks
scaled scores
positive interdependence
11. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
mnemonics
individual and group accontability
primary source documents
stanines
12. Reading or hearing
portfolio
linguistic
cues - questions - and advance organizers
thematic instruction
13. 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
Numbered Heads together
simulations
thematic instruction
direct instruction
14. Mean = average median = midpoint mode= most common
mean - median - and mode
reliability
Student Teams Achievement Divisions (STAD)
Knowledge storage
15. Realistic scenarios to consider during simulation
norm - referenced tests
stanines
simulations
validity
16. 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
curriculum chunking
transfer
essay
curriculum frameworks
17. Deciding what to believe or what to do
positive interdependence
discussion
critical thinking
observation
18. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
quartiles
play
summative evalutations
generating and testing hypotheses
19. Equivalent number of questions he or she answered correctly
double - entry page
norm - referenced tests
criterion - referenced tests
raw score
20. Written work that makes connections between new and previously learned context
direct instruction
questioning
linguistic
essay
21. Teacher offers same core content to each student but provides varying levels of support for students
cues - questions - and advance organizers
percentile rank
critical thinking
tiered instruction
22. Instructional strategies suggested by researchers that improve achievement across the content area
Essential Nine
summative evalutations
transfer
content standards
23. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
behavioral and cognitive objectives
anticipatory set
Knowledge storage
Identifying similarities and differences
24. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
nonlinguistic
responses
discussion
cooperative learning
25. Tool for learning in schools today
whole - group instrcution
positive interdependence
technology
criterion - referenced tests
26. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
curriculum frameworks
reciprocal teaching
reliability
27. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
behavioral and cognitive objectives
reciprocal teaching
group processing
discussion
28. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
emergent curriculum
interpersonal skills
mastery learning
Identifying similarities and differences
29. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
percentile rank
emergent curriculum
Hunter's Model
discovery learning
30. Test is found to be valid if it measures what it was designed to measure
stanines
flexible grouping
validity
thematic instruction
31. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
holistic scoring
think - pair - share
summative evalutations
independent study
32. 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)
demonstrations
curriculum chunking
grouping practices
standards
33. Standarized tests (used against peer's scores)
linguistic
individual and group accontability
scaled scores
norm - referenced tests
34. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
Jigsaw
grade - level equivalent scores
lesson planning
reciprocal teaching
35. Given before teaching so teachers understand areas of weaknesses
questioning
individual and group accontability
diagnostic evaluations
differentiated instruction
36. Standardized tests desired to measure ability to develop or acquire skills and knowledge
SQ3R
aptitude tests
cooperative learning
holistic scoring
37. Set the level of performance expectation for students; set at state level
service learning
graphic organizer
portfolio
performance standards
38. 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
samples
generating and testing hypotheses
observation
scaled scores
39. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
transfer
Identifying similarities and differences
assigning home and practice
quartiles
40. Interaction that promotes face - to - face or individual interaction and relationships
summative evalutations
field trips
positive interaction
behavioral and cognitive objectives
41. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
scaled scores
rubrics
graphic organizer
analytical scoring
42. Responding to a wide range of abilities present in the classroom
grade - level equivalent scores
differentiated instruction
standards - based assessments
reliability
43. Combines service to the community with learning inside and outside the classroom
emergent curriculum
service learning
think - pair - share
standard deviation
44. Focus on oberservable behaviors and focus on congnitive objectives
analytical scoring
norm - referenced tests
behavioral and cognitive objectives
SQ3R
45. In original unaltered form
primary source documents
holistic scoring
standards - based assessments
questioning
46. Combining information from two or more content areas (English and history)
technology
cues - questions - and advance organizers
interdisciplinary instruction
group processing
47. Essays - short - answer
mastery learning
analytical scoring
anecdotal records
think - pair - share
48. Extent to which an assessment is consistent with its measures
individual and group accontability
Numbered Heads together
reliability
school - to - work
49. Effective teaching model of lessons
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50. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
Knowledge storage
anecdotal records
cues - questions - and advance organizers