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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. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations
flexible grouping
project - based learning
Identifying similarities and differences
curriculum frameworks
2. Deciding what to believe or what to do
differentiated instruction
emergent curriculum
thematic instruction
critical thinking
3. Interests of the children (early childhood - based)
flexible grouping
rubrics
emergent curriculum
content standards
4. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher
Student Teams Achievement Divisions (STAD)
mean - median - and mode
linguistic
discovery learning
5. Opportunites to transition from the classroom to the workforce
think - pair - share
generating and testing hypotheses
school - to - work
assigning home and practice
6. Student must work together to successfully accomplish task
positive interdependence
setting objectives and providing feedback
mean - median - and mode
achievement tests
7. Mean = average median = midpoint mode= most common
field trips
mean - median - and mode
cooperative learning
cues - questions - and advance organizers
8. 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
whole - group instrcution
validity
standard deviation
anticipatory set
9. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.
critical thinking
think - pair - share
grade - level equivalent scores
curriculum compacting
10. Combining information from two or more content areas (English and history)
analytical scoring
reliability
interdisciplinary instruction
reinforcing effort/providing recognition
11. Provides expectations for the knowlege stduents must demonstrate in specific content areas
percentile rank
whole - group instrcution
content standards
behavioral and cognitive objectives
12. 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
tiered instruction
discussion
mnemonics
SQ3R
13. Test is found to be valid if it measures what it was designed to measure
mastery learning
reciprocal teaching
validity
reinforcing effort/providing recognition
14. 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)
diagnostic evaluations
achievement tests
curriculum chunking
grouping practices
15. 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)
simulations
direct instruction
setting objectives and providing feedback
standard deviation
16. Showing a student what something is or how to do something
journals
norm - referenced tests
interdisciplinary instruction
demonstrations
17. Standard deviation of test scores you would have obtained from a single student who took the same test multiple times
standard error of measurment
mnemonics
generating and testing hypotheses
mean - median - and mode
18. Child's work...stimulates - rewards - observes - explores - models - hypothesizes - discover
achievement tests
play
independent study
scaled scores
19. Realistic scenarios to consider during simulation
performance standards
simulations
curriculum compacting
Summarizing and Note - taking
20. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)
curriculum compacting
Identifying similarities and differences
differentiated instruction
flexible grouping
21. Grade - level expectations or mastery (teacher - made or textbood made exam)
self - evaluation
criterion - referenced tests
summative evalutations
mean - median - and mode
22. Effective teaching model of lessons
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23. Extended practice of lesson that is meaninful (time - limit appropriate)
primary source documents
Student Teams Achievement Divisions (STAD)
assigning home and practice
curriculum chunking
24. 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
mean - median - and mode
anchored instruction
learning centers
achievement tests
25. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)
cooperative learning
interdisciplinary instruction
mastery learning
anecdotal records
26. Oral - written - or through visual performance
portfolio
interpersonal skills
responses
learning centers
27. Extent to which an assessment is consistent with its measures
Knowledge storage
positive interdependence
reliability
raw score
28. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five
positive interaction
observation
stanines
aptitude tests
29. Small groups or pairs to solve a problem or learn more about topic
technology
project - based learning
behavioral and cognitive objectives
SQ3R
30. What the student feels is his or her area of weakness or strength
self - evaluation
samples
essay
curriculum compacting
31. Collection of products that reflect progress in a content area
independent study
portfolio
assigning home and practice
standard deviation
32. To be assessed as successful - students must contribute to the group's success and complete their portion of the task
Numbered Heads together
cues - questions - and advance organizers
individual and group accontability
responses
33. Students must be taught and learn to use teamwork and positive social skills when working with others
holistic scoring
rubrics
interpersonal skills
emergent curriculum
34. Given before teaching so teachers understand areas of weaknesses
diagnostic evaluations
interdisciplinary instruction
grouping practices
standards
35. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)
Knowledge storage
reinforcing effort/providing recognition
direct instruction
norm - referenced tests
36. Using previously learned material in a new situation or context (often supported in the closing of the lesson)
percentile rank
grouping practices
double - entry page
transfer
37. Written work that makes connections between new and previously learned context
essay
mnemonics
observation
SQ3R
38. 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
reinforcing effort/providing recognition
primary source documents
Numbered Heads together
mean - median - and mode
39. Demonstrate the grade and month of the school year to which a student score can be compared
discussion
anticipatory set
reinforcing effort/providing recognition
grade - level equivalent scores
40. Watching students interactions and learning behaviors
observation
reciprocal teaching
percentile rank
Essential Nine
41. Double - entry page - graphic organziers - and SQ3R
percentile rank
holistic scoring
assigning home and practice
Summarizing and Note - taking
42. 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
holistic scoring
standard deviation
interpersonal skills
generating and testing hypotheses
43. Based on mathematical transformation of a raw scores
percentile rank
service learning
scaled scores
think - pair - share
44. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing
grouping practices
curriculum frameworks
journals
norm - referenced tests
45. Teacher uses a group - based teacher - centered instructional approach to provide learning conditions for all students to achieve mastery of assigned information
analytical scoring
percentile rank
mastery learning
think - pair - share
46. Provide information about learning to be used to make judgements about a student's achievement and the teacher's instruction
linguistic
summative evalutations
Numbered Heads together
holistic scoring
47. Teacher/student discussion to improve comprehension
individual and group accontability
flexible grouping
authentic assessments
reciprocal teaching
48. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)
cooperative learning
discovery learning
percentile rank
holistic scoring
49. Interaction that promotes face - to - face or individual interaction and relationships
analytical scoring
positive interaction
tiered instruction
authentic assessments
50. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)
play
primary source documents
standard deviation
aptitude tests