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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. Measures student progress toward meeting goals based on local - state - and/or national goals
field trips
mastery learning
standards - based assessments
assigning home and practice
2. 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)
thematic instruction
setting objectives and providing feedback
interpersonal skills
criterion - referenced tests
3. 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
demonstrations
thematic instruction
curriculum compacting
primary source documents
4. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps
positive interaction
standards
reciprocal teaching
graphic organizer
5. Opportunites to transition from the classroom to the workforce
school - to - work
SQ3R
standard deviation
service learning
6. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
interdisciplinary instruction
mean - median - and mode
direct instruction
critical thinking
7. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
holistic scoring
anchored instruction
graphic organizer
stanines
8. Based on mathematical transformation of a raw scores
curriculum compacting
scaled scores
grouping practices
reciprocal teaching
9. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning
flexible grouping
observation
technology
formative evaluations
10. Interaction that promotes face - to - face or individual interaction and relationships
positive interaction
SQ3R
essay
setting objectives and providing feedback
11. 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
criterion - referenced tests
graphic organizer
curriculum chunking
simulations
12. Excursions off the main campus to acheive deeper meaning
curriculum chunking
field trips
grade - level equivalent scores
direct instruction
13. Responding to a wide range of abilities present in the classroom
questioning
differentiated instruction
curriculum chunking
service learning
14. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
achievement tests
standards - based assessments
learning centers
positive interdependence
15. When you divide a normal distribution of scores into four equal parts 25% 50% 75%
quartiles
curriculum compacting
nonlinguistic
mnemonics
16. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
validity
Hunter's Model
Student Teams Achievement Divisions (STAD)
quartiles
17. Student must perform a task or generate his or her own response during assessment
technology
performance assessments
standard deviation
mastery learning
18. Deciding what to believe or what to do
flexible grouping
assigning home and practice
critical thinking
responses
19. Watching students interactions and learning behaviors
generating and testing hypotheses
observation
interpersonal skills
emergent curriculum
20. 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
SQ3R
whole - group instrcution
raw score
individual and group accontability
21. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning
journals
inquiry model
content standards
curriculum frameworks
22. 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
generating and testing hypotheses
thematic instruction
independent study
23. Smaller number of particpants drawn from a total population
anecdotal records
standard deviation
samples
behavioral and cognitive objectives
24. Collection of products that reflect progress in a content area
setting objectives and providing feedback
responses
portfolio
group processing
25. Students work as a class to read - discuss - or solve problem (don't use all the time)
whole - group instrcution
individual and group accontability
positive interdependence
cues - questions - and advance organizers
26. Small groups or pairs to solve a problem or learn more about topic
independent study
emergent curriculum
project - based learning
reinforcing effort/providing recognition
27. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
play
transfer
norm - referenced tests
mnemonics
28. Teacher/student discussion to improve comprehension
interpersonal skills
validity
reciprocal teaching
rubrics
29. Provides expectations for the knowlege stduents must demonstrate in specific content areas
portfolio
content standards
independent study
Identifying similarities and differences
30. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
curriculum frameworks
summative evalutations
rubrics
service learning
31. Reading or hearing
positive interaction
anchored instruction
aptitude tests
linguistic
32. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
independent study
service learning
discovery learning
curriculum frameworks
33. Tool for learning in schools today
technology
achievement tests
holistic scoring
learning centers
34. Written work that makes connections between new and previously learned context
stanines
quartiles
formative evaluations
essay
35. 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
validity
anticipatory set
journals
performance standards
36. Demonstrate the grade and month of the school year to which a student score can be compared
essay
questioning
standard deviation
grade - level equivalent scores
37. Students working together to solve problems or achieve goals
questioning
discussion
cooperative learning
assigning home and practice
38. Double - entry page - graphic organziers - and SQ3R
interdisciplinary instruction
performance assessments
Numbered Heads together
Summarizing and Note - taking
39. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
discussion
stanines
cues - questions - and advance organizers
standard deviation
40. 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
graphic organizer
individual and group accontability
positive interdependence
41. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
holistic scoring
positive interaction
interdisciplinary instruction
Identifying similarities and differences
42. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
linguistic
holistic scoring
validity
demonstrations
43. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
percentile rank
Essential Nine
standard error of measurment
mastery learning
44. Visual - kinesthetic - whole body
Summarizing and Note - taking
thematic instruction
Student Teams Achievement Divisions (STAD)
nonlinguistic
45. Realistic scenarios to consider during simulation
simulations
journals
Summarizing and Note - taking
generating and testing hypotheses
46. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
anecdotal records
tiered instruction
primary source documents
diagnostic evaluations
47. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
standard deviation
reinforcing effort/providing recognition
journals
whole - group instrcution
48. 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)
portfolio
standard error of measurment
questioning
assigning home and practice
49. Measure a student's knowledge or proficiency in something that has been learned
standards - based assessments
formative evaluations
achievement tests
technology
50. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)
aptitude tests
independent study
critical thinking
achievement tests