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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. What the student feels is his or her area of weakness or strength
formative evaluations
nonlinguistic
Jigsaw
self - evaluation
2. Watching students interactions and learning behaviors
observation
mnemonics
school - to - work
criterion - referenced tests
3. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
thematic instruction
reciprocal teaching
positive interdependence
Identifying similarities and differences
4. In original unaltered form
standard error of measurment
portfolio
primary source documents
field trips
5. Combining information from two or more content areas (English and history)
reciprocal teaching
generating and testing hypotheses
interdisciplinary instruction
analytical scoring
6. Extent to which an assessment is consistent with its measures
reliability
grade - level equivalent scores
mnemonics
double - entry page
7. 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 compacting
norm - referenced tests
curriculum chunking
journals
8. Smaller number of particpants drawn from a total population
cues - questions - and advance organizers
samples
standards
behavioral and cognitive objectives
9. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
reliability
independent study
Student Teams Achievement Divisions (STAD)
discovery learning
10. Given before teaching so teachers understand areas of weaknesses
portfolio
technology
reciprocal teaching
diagnostic evaluations
11. Specific expectations of what a student must know and be able to do
mnemonics
tiered instruction
Summarizing and Note - taking
standards
12. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
technology
grade - level equivalent scores
think - pair - share
inquiry model
13. Students working together to solve problems or achieve goals
think - pair - share
graphic organizer
thematic instruction
cooperative learning
14. Responding to a wide range of abilities present in the classroom
thematic instruction
differentiated instruction
reliability
SQ3R
15. Student must work together to successfully accomplish task
positive interdependence
essay
Knowledge storage
Numbered Heads together
16. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
summative evalutations
anecdotal records
flexible grouping
thematic instruction
17. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
discovery learning
flexible grouping
anchored instruction
curriculum frameworks
18. Mean = average median = midpoint mode= most common
individual and group accontability
mean - median - and mode
generating and testing hypotheses
criterion - referenced tests
19. 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
Numbered Heads together
scaled scores
curriculum compacting
behavioral and cognitive objectives
20. Focus on oberservable behaviors and focus on congnitive objectives
behavioral and cognitive objectives
performance assessments
cues - questions - and advance organizers
discussion
21. Student must perform a task or generate his or her own response during assessment
field trips
Hunter's Model
performance assessments
discovery learning
22. Excursions off the main campus to acheive deeper meaning
assigning home and practice
reinforcing effort/providing recognition
discussion
field trips
23. 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
anchored instruction
self - evaluation
emergent curriculum
analytical scoring
24. Objectives - standards - materials - learner/enviornmental factors - opening - middle - closing - assessment
authentic assessments
positive interdependence
Jigsaw
lesson planning
25. Interaction that promotes face - to - face or individual interaction and relationships
journals
portfolio
double - entry page
positive interaction
26. Measure a student's knowledge or proficiency in something that has been learned
whole - group instrcution
essay
norm - referenced tests
achievement tests
27. Written work that makes connections between new and previously learned context
demonstrations
essay
double - entry page
differentiated instruction
28. Interests of the children (early childhood - based)
authentic assessments
inquiry model
emergent curriculum
differentiated instruction
29. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections
Hunter's Model
double - entry page
assigning home and practice
Jigsaw
30. Extended practice of lesson that is meaninful (time - limit appropriate)
tiered instruction
assigning home and practice
individual and group accontability
demonstrations
31. Teacher/student discussion to improve comprehension
tiered instruction
think - pair - share
reciprocal teaching
standards - based assessments
32. Double - entry page - graphic organziers - and SQ3R
summative evalutations
curriculum compacting
Summarizing and Note - taking
standard error of measurment
33. Develop the response
simulations
authentic assessments
setting objectives and providing feedback
generating and testing hypotheses
34. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
analytical scoring
mastery learning
Knowledge storage
whole - group instrcution
35. Helps prepare students' minds for instruction; research has found that learning increases when teachers focus on what is most important - not what students might think is the most interesting
group processing
cues - questions - and advance organizers
interpersonal skills
flexible grouping
36. Students work as a class to read - discuss - or solve problem (don't use all the time)
critical thinking
achievement tests
whole - group instrcution
norm - referenced tests
37. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars
cooperative learning
discussion
direct instruction
curriculum compacting
38. Essays - journals - short - answers used to generate general discriptions of the criteria for success on each question
percentile rank
holistic scoring
Knowledge storage
reinforcing effort/providing recognition
39. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
anticipatory set
field trips
mastery learning
40. Students must be taught and learn to use teamwork and positive social skills when working with others
interpersonal skills
responses
reinforcing effort/providing recognition
emergent curriculum
41. Grade - level expectations or mastery (teacher - made or textbood made exam)
simulations
curriculum compacting
mnemonics
criterion - referenced tests
42. Provides expectations for the knowlege stduents must demonstrate in specific content areas
holistic scoring
primary source documents
content standards
Summarizing and Note - taking
43. Small groups or pairs to solve a problem or learn more about topic
questioning
emergent curriculum
project - based learning
mastery learning
44. Deciding what to believe or what to do
demonstrations
discussion
critical thinking
reliability
45. 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
generating and testing hypotheses
discussion
formative evaluations
behavioral and cognitive objectives
46. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles
standards - based assessments
SQ3R
learning centers
project - based learning
47. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process
group processing
graphic organizer
standards
criterion - referenced tests
48. Reading or hearing
linguistic
Identifying similarities and differences
discovery learning
flexible grouping
49. 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
anecdotal records
rubrics
quartiles
SQ3R
50. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
standards - based assessments
transfer
school - to - work
responses